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Yes Faculty Development Teacher Student Relationship Interaction Program Effectiveness Stress Variables Preschool Teachers Pretests Posttests Randomized Controlled Trials Comparative Analysis Observation Emotional Response Teacher Attitudes Questionnaires Online Surveys Likert Scales Structural Equation Models Statistical Analysis Maximum Likelihood Statistics Sandilos, Lia E. Goble, Priscilla Rimm-Kaufman, Sara E. Pianta, Robert C. Journal Articles Reports - Research New York (New York) Connecticut (Hartford) Illinois (Chicago) California (Stockton) Ohio (Dayton) Ohio (Columbus) Tennessee (Memphis) North Carolina (Charlotte) Rhode Island (Providence) ISSN-0885-2006 English Preschool Education Early Childhood Education The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants were preschool teachers (N = 427; M age = 42) with an average of 11 years of experience teaching. Teachers reported how intensely they experienced different sources of stress at pre-test only (i.e., prior to being randomized into the treatment condition [course or control]). Teacher-child interactions were measured through classroom observations at pre and post intervention. Results demonstrated that control teachers reporting higher professional investment stress showed fewer gains in observed emotional support relative to control teachers experiencing less professional investment stress. These findings were not evident for teachers in the course condition. Interestingly, teachers with higher professional investment stress showed fewer gains in instructional support in the control condition and greater gains in the course condition, relative to teachers in their respective treatment groups who reported lower levels of professional investment stress. Findings suggest that participation in the professional development intervention had a buffering effect on the negative association between professional investment stress and emotional support. With regard to instructional support, it is possible that teachers' heightened awareness and anxiety over their need to develop professionally may have made them more responsive to an intervention designed to improve practice. ED578315 Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms? Grantee Submission Early Childhood Research Quarterly v42 p280-290 2018 2018-00-00 Institute of Education Sciences (ED) 11 T https://doi.org/10.1016/j.ecresq.2017.10.009 2018 71 As Provided JAN2020 Yes R305B130013 R305A060021

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Yes Interpersonal Competence Intervention Randomized Controlled Trials Program Effectiveness Teaching Methods Special Education Early Adolescents Comparative Analysis Pretests Posttests Observation Rating Scales Student Behavior Behavior Change Intelligence Quotient Cues Interaction Middle School Students Social Development Disabilities Children Intelligence Tests Statistical Analysis Stichter, Janine P Malugen, Emily Herzog, Melissa O'Donnell, Rose Kilgus, S Schoemann, Alexander M. Reports - Research Journal Articles Wechsler Intelligence Scale for Children EISSN- English Middle Schools Secondary Education Junior High Schools Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents' (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the social competence needs of early adolescents (i.e., age 11-14 years) identified as having scholastic potential but experiencing significant social competence deficits. Given the importance of establishing intervention efficacy, the current paper highlights the results from a four-year cluster randomized trial (CRT) to examine the efficacy of SCI-A (n = 146 students) relative to Business As Usual (n = 123 students) school-based programming. Educational personnel delivered all programming including both intervention and BAU conditions. Student functioning was assessed across multiple time points, including pre-, mid-, and post-intervention. Outcomes of interest included social competence behaviors, which were assessed via both systematic direct observation and teacher behavior rating scales. Data were analyzed using multilevel models, with students nested within schools. Results suggested after controlling for baseline behavior and student IQ, BAU and SCI students differed to a statistically significant degree across multiple indicators of social performance. Further consideration of standardized mean difference effect sizes revealed these between-group differences to be representative of medium effects (d > .50). Such outcomes pertained to student (a) awareness of social cues and information, and (b) capacity to appropriately interact with teachers and peers. The need for additional power and the investigation of potential moderators and mediators of social competence effectiveness are explored. ED578316 Exploring the Moderating Effects of Cognitive Abilities on Social Competence Intervention Outcomes Grantee Submission Behavior Modification v42 n1 p84-107 2018 2018-00-00 Institute of Education Sciences (ED) 24 T http://dx.doi.org/10.1177/0145445517698654 2018 37 As Provided JAN2020 Yes R324A120027

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No Online Courses Educational Technology Paraprofessional Personnel Questioning Techniques Disabilities Zheng, Wenjing Dissertations/Theses - Doctoral Dissertations EISSN- English Paraprofessionals are playing an increasingly important role in serving students with disabilities. However, research shows that paraprofessionals are often not adequately trained for their duties. Paraprofessionals are often found working with students with disabilities using behavioral approaches and scripted instructions, leaving little room for the paraprofessionals to explore students' thinking. Questioning is a way to understand and extend students' ideas and to scaffold students' thinking, which is embedded in many high-leverage practices. This study aimed to improve paraprofessionals' questioning skills with students with disabilities. Online modules were designed featuring self-reflection, knowledge of questioning and probing, and observation of the students. A single-subject design replicated across five participant pairs was used in this study (i.e., one paraprofessional and one cooperating student). The paraprofessionals went through the two-week online modules, and their questioning practice was video-recorded before and after the training. Results showed that all the paraprofessionals increased the frequency of questions they raised after going through the online modules; however, only three out of five paraprofessionals improved the diversity of the questions to higher cognitive levels. All the cooperating students showed improved appropriate responses to the paraprofessionals' questions. The results indicated that paraprofessionals improved their questioning skills by increasing the opportunities for the students to respond; however, not all the paraprofessionals were attuned to the nature of the questions that promoted different levels of thinking. Further research should address the reasons for paraprofessionals' varied skills after the online 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.] ED579032 The Impact of an Online Training Program on Paraprofessionals' Questioning Skills ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3552-1587-8 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10621381 2018 As Provided JAN2020

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No Educational Technology Technology Uses in Education Telecommunications Handheld Devices Grades (Scholastic) Comparative Analysis Technology Integration High School Students Formative Evaluation Summative Evaluation Academic Achievement Program Effectiveness Access to Computers Gallagher-Landis, Judy Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools This quantitative analysis examined the impact of assigning a Chromebook to a student in a one-school-year pilot. Participating students were assigned a Chromebook. Participating and nonparticipating students' grades were examined quarterly through the year. This study's student achievement data considered content area, grade level, and the number of classes in which its use was required. This study is narrow and illuminates only the difference in achievement made within the participating cohort of 167 students in grades nine through 12 compared to nonparticipating cohorts. In each content area, resulting data from scored formative assessments and summative assessments were collected and examined. All student data in the study comes from four teachers who each taught both participating and nonparticipating sections maintaining consistency of instruction. Findings of this study are consistent with research that indicates that there is not a discernible difference in achievement in the first year of an 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.] ED579033 One-to-One Chromebook: Impact on Student Achievement across Content Areas ProQuest LLC Ed.D. Dissertation, Gwynedd Mercy University 2017-00-00 978-0-3551-9788-4 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:10621416 2018 As Provided JAN2020

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Yes Foreign Countries College Students Computer Literacy Peer Teaching Teaching Methods Confucianism Cultural Influences Cost Effectiveness Models Case Studies Program Effectiveness Asian Culture Peer Relationship Cooperative Learning Questionnaires Action Research Participant Observation Student Journals Student Attitudes Student Surveys Semi Structured Interviews Grades (Scholastic) Language of Instruction English (Second Language) Qualitative Research Wong, Kelvin Neves, Ana Negreiros, Joao Reports - Research Speeches/Meeting Papers Macau English Higher Education University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this "relationship-first, learning-second" type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher's message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the "face giving" and it is directly based on the relationship intensity to "help friends". At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process. [For the complete proceedings, see ED579282.] ED579300 Computer Literacy Teaching Using Peer Learning and under the Confucian Heritage Cultural Settings of Macao, China International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 24 As Provided JAN2020

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Yes Peer Teaching Teaching Methods Educational Technology Technology Uses in Education Internet Cooperative Learning Interaction Student Attitudes Student Role Information Dissemination Web 2.0 Technologies College Students Science Education Agronomy Natural Sciences Biology Sustainability Intellectual Disciplines Student Surveys Likert Scales Case Studies Herrera, Oriel A. Mejías, Patricia Speeches/Meeting Papers Reports - Research English Higher Education In most of the pedagogical development experiences, the contents that students generate as a result of the course activities are not considered as a primary source of knowledge. Thus, students see their learning disadvantaged, when their intellectual outputs are not considered in the design of the learning activities. Today, the Web offers a wide range of resources and opportunities for the development of activities in a collaborative environment both to produce or spread the contents or to make them available. This article describes the experience of three groups of students from different programs, who based in applying a model of interaction among peers indistinctively assume consumer and producer knowledge roles, by incorporating authoring tools during their teaching process in a particular subject. Four levels can be distinguished for modeling the development of learning activities. Results show that 100% of the students assess positively the participation in their role as knowledge producers or consumers, accordingly to the four levels defined when using Web tools during their activities. Similarly, they recognize the potential of the instruction among peers associated with the use of Web tools as a contribution to their learning development. [For the complete proceedings, see ED579282.] ED579301 Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 11 As Provided JAN2020

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No Intervention Nurses Hospitals Clinical Experience Anesthesiology Surveys Comparative Analysis Orientation Job Satisfaction Supervisors Gorman, Katherine Dissertations/Theses - Doctoral Dissertations EISSN- English Purpose: The purpose of this scholarly project was to investigate whether an individualized clinical orientation would result in a shortened time to orient and integrate Certified Registered Nurse Anesthetists (CRNAs) into practice in a large academic medical center. By individualizing the orientation process, this project seeks to determine if this process change will lead to increased job satisfaction. Methods: A new orientation process was developed and tailored to the needs of each newly hired CRNA. The new process provided tools to be used by new CRNAs and their supervisors throughout the initial clinical orientation period. New CRNAs hired to Mayo Clinic from September 2016 to February 2017 were oriented using the new process and tools. A survey was utilized to compare the satisfaction of the post-intervention group with a pre-intervention group of CRNAs hired from October 2011 to June 2016. The length of orientation for the pre- and post-intervention groups was also compared. Results: Orientation time was decreased from 12 months in the pre-intervention group to an average of 5.25 months in the post-intervention group. This reduction included a decrease in the number of days spent in 1:1 orientation with a CRNA; from an average of 65 days in the pre-intervention group to an average of 32 days in the post-intervention group. The percentage of CRNAs who reported increased satisfaction or highly increased satisfaction with the orientation process was increased from 69% of the pre-intervention CRNAs to 78% for the post-intervention CRNAs. Conclusion: This scholarly project showed an increase in satisfaction with the orientation process for CRNAs who received a tailored orientation versus a generic orientation, but was limited by a small sample size. The reduction in orientation time of over six months using the new process was clinically significant to the conducting institution. It allowed new CRNAs to be fully integrated into practice much sooner, resulting in a significant reduction in orientation costs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579034 Individualizing the Orientation Process for Newly Hired CRNAs in a Large Academic Medical Center ProQuest LLC Dr.AP Dissertation, University of Michigan-Flint 2017-00-00 978-0-3551-8401-3 55 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10621758 2018 As Provided JAN2020

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No Transfer of Training Elementary School Teachers Secondary School Teachers Faculty Development Communities of Practice Adult Education Educational Principles Mixed Methods Research Case Studies Observation Interviews Educational Environment Work Environment Barriers McCullum, Charcelor Channing Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this study was to investigate and identify the factors that either support or inhibit learning transfer among educators within K-12 professional learning communities (PLCs) as well as to obtain a better understanding of how adult education principles relate to teacher learning and job satisfaction within this environment. Although research regarding professional learning for educators within the K-12 setting is available, much of this research is not focused directly on adult education principles and often fails to examine learning transfer. The present study addresses both areas using a two-phase exploratory sequential mixed methods approach to obtain both qualitative and quantitative information about the above topics from teachers and other education professionals. Qualitative data was collected in the form a case study that included a review of artifacts, observations, and interviews with approximately six educators. An analysis of the qualitative data identified a total of 32 factors associated with the promotion of learning transfer and 11 factors related to the inhibition of learning transfer within professional learning communities. These factors were grouped into categories focusing on the individual/learner, PLC design and implementation, and school/work environment. Following the completion of the qualitative phase of the study, each of the factors was incorporated into a survey instrument that was distributed to a larger population of educators. An analysis of the obtained survey data suggested that two work/school environment factors and three individual/learner factors were most closely associated with supporting learning transfer within PLCs. A lack of time was identified as the factor most closely association with the inhibition of learning transfer by survey respondents. The knowledge gained in this study may be used to support the development of professional learning communities as well as other professional learning opportunities for educators. It may also be useful with regard to the development of a future model of K-12 teacher learning and a line of research that is grounded in adult education principles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579036 An Examination of the Factors That Influence the Transfer of Learning among K-12 Educators Participating in Professional Learning Communities ProQuest LLC Ed.D. Dissertation, The University of Southern Mississippi 2017-00-00 978-0-3552-1580-9 211 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:10620576 2018 As Provided JAN2020

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No Information Technology Governance Computer Software Organizational Change Innovation Accounting Expertise Governing Boards Entrepreneurship Corporations Best Practices Bandodkar, Nikhil Ramkrishna Dissertations/Theses - Doctoral Dissertations EISSN- English Value creation is often at the core of many organizational activities and is often reflected in the exploration and exploitation of opportunities to foster organizational growth. In modern organizations, information technology (IT) plays a significant role in creating business value and building substantial competitive advantage. While in the traditional conception of the process, value creation often occurred within the organization through its activities and outside markets, present day organizations often open their organizational boundaries to engage external expertise, innovate continuously, and locate new sources of value creation. Towards this end, the present dissertation looks at new sources, processes, and outcomes of value creation. Using a theory informed approach, we examine the financial and accounting impacts of three value sources--C-level IT expert board directors, acquisition of software knowledge, and the acquisition of entrepreneurial IT firms. Our findings contribute to the growing research literature on IT related value creation by finding empirical evidence of firm level value for firms that engage with these value sources. Our research also informs practitioners of effective strategies and best practices so that they may derive the most from their investments in these value sources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579569 Essays on Information Technology and Value Creation: Corporate Governance, Software Firm Acquisitions, and Entrepreneurial Signaling ProQuest LLC Ph.D. Dissertation, Clemson University 2017-00-00 978-0-3553-4331-1 282 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10283374 2018 As Provided JAN2020

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No Community Colleges Two Year College Students Early Intervention Program Effectiveness Academic Persistence Student Attrition School Holding Power Quasiexperimental Design Control Groups Comparative Analysis Multiple Regression Analysis Remedial Mathematics Developmental Studies Programs At Risk Students English Instruction Dwyer, Lori Jean Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English Two Year Colleges Student attrition has been a significant challenge facing higher education for decades and is particularly pronounced within community colleges. Specifically, first-time postsecondary students only experienced a 59.3 percent retention rate between Fall 2013 and Fall 2014; at two-year colleges, less than half (46.9 percent) of students were retained during the same period (National Student Clearinghouse, 2015a). As institutional leaders attempt to increase student retention rates, they often invest in early alert systems, which promise to be a key part of a student success solution. The Virginia Community College System (VCCS) implemented an early alert system in 2013. The purpose of this quantitative study was to examine the relationship between the use of the early alert system and persistence for students taking developmental education courses and students taking college-level courses in the VCCS. All data were existing data provided by the VCCS Office of Institutional Research and Effectiveness. A quasi-experimental, non-randomized research design with matched-control groups was used evaluate impact on student persistence. Data analysis was conducted using multiple binary logistic regressions. Results indicate that the early alert system, across all flag types, has a substantial and positive impact on developmental mathematics students. Specifically, for every "Academic" or "Attendance" flag raised (up to three flags), developmental mathematics students are nearly 20 times more likely to persist than those that were not flagged in the early alert system; those that received "In Danger of Failing" flags were more than 37 times more likely to persist. Students enrolled in developmental English courses, however, experienced a positive, but much more modest impact. For every "Academic" flag raised (up to three), they were 1.5 times more likely to persist than developmental English students who did not receive a flag. The impact of "Attendance" and "In Danger of Failing" flags were not statistically significant. Lastly, students enrolled in college-level courses experienced a very mild impact, in some instances positive and others negative. These findings suggest that college leaders and practitioners should focus early alert resources on developmental mathematics students and continue exploration of implementation practices and alternative retention strategies for students enrolled in developmental English and college-level courses. In addition, results indicate the value of an early alert system in a comprehensive retention 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.] ED579570 An Analysis of the Impact of Early Alert on Community College Student Persistence in Virginia ProQuest LLC Ph.D. Dissertation, Old Dominion University 2017-00-00 978-0-3553-6214-5 139 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:10283889 2018 As Provided JAN2020

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Yes Foreign Countries Telecommunications Handheld Devices Females English (Second Language) Second Language Instruction Language Proficiency College Students Online Surveys Student Journals Educational Technology Technology Uses in Education Focus Groups Independent Study Second Language Learning Mixed Methods Research Albedah, Fatimah Lee, Chwee Beng Speeches/Meeting Papers Reports - Research Saudi Arabia English Higher Education English language proficiency is an increasingly vital skill for employment in Saudi Arabia. However, compulsory English as a foreign language courses at all levels of education have only produced inadequate results. One of the issues consistently raised as a barrier to effective EFL learning is the use of passive learning pedagogies and the lack of self-directed or deep learning in the Saudi EFL curricula. Increasingly, educators globally are turning towards technology to engage their students in more effective learning and they acknowledge that, in order for technologically-enhanced pedagogies to be effective, it is important for them to be congruent with the ways in which learners actually use their devices. However, current research has failed to explore how students use technologies to learn outside of the classroom. Therefore, this research aims to identify how university students at Saudi University taking a compulsory preparatory EFL course use their mobile devices to practice and learn English outside of the classroom. To do this, three phases of data collection are used, one quantitative and two qualitative. Phase one is a quantitative online survey measuring what mobile devices students use for learning, and what English language learning activities they engage in with those devices. Phase two involves the collection of 25 multi-modal journals over a two-week period using the WhatsApp messaging platform to collect text and pictures of participants using their devices to learn in real time. Phase three uses both a focus group interview with the 25 journal participants and individual interviews with each in order to explore the recorded activities in more depth and relate them to models of self-directed learning. Thus, this research aims to collect rich data from multiple perspectives on how, where and why university students use mobile devices for learning outside the classroom in Saudi Arabia, in order to develop effective in-classroom pedagogies. [For the complete proceedings, see ED579282.] ED579302 The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 32 As Provided JAN2020

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Yes Addictive Behavior Social Media High School Students College Students Foreign Countries Likert Scales Student Surveys Age Differences Gender Differences Use Studies Time Intellectual Disciplines Institutional Characteristics Statistical Analysis Comparative Analysis Simsek, Ali Elciyar, Kemal Kizilhan, Taner Speeches/Meeting Papers Reports - Research Turkey English High Schools For a long time the concept of addiction has been considered within the medical context of consuming certain materials excessively. Lately, it has been used to describe by psychologists some behavioral habits that are outside the normal life of the general population, such as gambling which affect a particular group of individuals. After the Information Revolution, burgeoning developments in digital technologies and corresponding changes in behavioral patterns of users have brought new debates pointing the existence of a new form of addiction which has not been observed before. This form of addiction has generally been called "technology addiction". Considering that social media addiction is probably the most recent kind of technology addiction, the present study was designed based on the six components suggested by Griffiths (2013). Toward the purposes of the study, the "Bergen Facebook Addiction Scale" was adapted to social media addiction and translated into Turkish. After the validation process, it was administered to a total of 700 students; of them 397 were high school students and 303 were university students. The data collection instrument included 18 five-point Likert-type items in six categories, along with five structured items regarding demographics of respondents. The Cronbach's alpha reliability coefficient for the scale was 0.90. The data were analyzed through both descriptive and inferential statistical techniques. In addition to the findings of the present study, similar research on social media addiction in various countries were examined for comparisons. The results of the study showed that both university students and high school students have a moderate level of addiction to social media. Being a university or high school student does not make any difference on the level of social media addiction However, significant differences were found regarding gender, duration of use, department at the university, and type of high school. Finally, the results of the study show certain similarities and a few differences with the results of the studies conducted in other countries. Implications of the results are discussed and recommendations are made both for future research and improvement of practices. [For the complete proceedings, see ED579282.] ED579303 A Comparative Study on Social Media Addiction of High School and University Students International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 32 As Provided JAN2020

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No Preschool Education State Programs Enrollment State Aid Educational Finance State Standards Educational Quality Access to Education Special Education Federal Programs Disadvantaged Youth Preschool Children Public Education Budgets Profiles Barnett, W. Steven Carolan, Megan E. Squires, James H. Brown, Kirsty Clarke Horowitz, Michelle Numerical/Quantitative Data Reports - Evaluative United States National Institute for Early Education Research English Preschool Education The 2013-2014 school year offered hope of a recovery for state-funded pre-K after the dismal effects of the recession. State funding for pre-K increased by nearly $120 million in 2013-2014, adjusted for inflation. This is the second year in a row that state pre-K has seen a real funding increase, though programs have yet to fully recover from the impacts of half a billion dollars in cuts in 2011-2012. Enrollment growth also resumed in 2013-2014, albeit modestly. Total enrollment increased by 8,535, and nearly half this increase was required to recoup the loss of 4,000 seats in 2012-2013. State pre-K quality standards improved notably in 2013-2014. Three programs--Oregon, Pennsylvania Head Start Supplemental Assistance Program (HSSAP), and Wisconsin Head Start--now meet the requirement that assistant teachers have at least a Child Development Associate credential thanks to the increased requirements of the Head Start program, which apply to these programs. Two Pennsylvania programs that had previously lost benchmarks regained them this year as temporary moratoria on professional development were lifted. In two additional changes, West Virginia met the benchmark for lead teacher Bachelor degree after a gradual phase in of increased requirements, and Michigan met the benchmark for site visits. Recent updates include: (1) Total state funding for pre-K programs increased by more than $116 million across the 40 states plus D.C. that offered pre-K for the full 2013-2014 year, a 1 percent increase in real dollars; (2) State pre-K funding per child increased by $61 (inflation-adjusted) from the previous year to $4,125; (3) In January 2014, Mississippi became the first state in four years not yet funding pre-K statewide to create a new program; (4) State funding per child for pre-K increased by at least one percent in 19 of the 41 states with programs, when adjusted for inflation; (5) Only 15 states could be verified as providing enough per-child funding to meet all 10 benchmarks for quality standards; (6) More than 1.3 million children attended state-funded pre-K, 1.1 million at age 4; (7) Enrollment increased by 8,535 children. Four percent of 3-year-olds and 29 percent of 4-year-olds were served in statefunded pre-K, representing a slight increase in percent of 4-year-olds served; (8) Combining general and special education enrollments, 32.4 percent of 4-year-olds and 7.4 percent of 3-year-olds are served by public pre-K; (9) Seventeen states increased enrollment, with increases ranging from 1 percent in Nevada to 63 percent in Rhode Island. Sixteen states reduced enrollment, from 1 percent in Arkansas, Illinois, Louisiana, Kentucky and Texas, to 16 percent in Alaska; (10) An unprecedented seven programs improved their quality standards and gained against NIEER's Quality Standards Benchmarks checklist; (11) Five states (now including Mississippi) plus one of Louisiana's three programs continue to meet all 10 benchmarks for state pre-K quality standards. Seventeen states met eight or more; and (12) More than half a million children, or 40 percent of nationwide enrollment, were served in programs that met fewer than half of the quality standards benchmarks. ED579813 The State of Preschool 2014: State Preschool Yearbook National Institute for Early Education Research 2015-00-00 Heising-Simons Foundation 261 National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: https://nieer.org/ N/A http://nieer.org/wp-content/uploads/2016/08/Yearbook2014_full3.pdf 2018 0 ERIC JAN2020 ED573043

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Yes African American Students Hispanic American Students School Districts Gifted Talent Faculty Development Teacher Education Elementary School Students Educational Experience Referral Cultural Pluralism Disproportionate Representation School Surveys Correlation Mixed Methods Research Questionnaires Teacher Surveys Teacher Attitudes Specialists Screening Tests Identification Interviews Gillard, Malcolm Jerome Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The objective of this study was to explore the relationship between the representation of African American and Hispanic students in gifted education programs, professional development and teacher training in gifted education, and teacher referral of these students to gifted programs. Administrators, general education teachers, and gifted education specialists from both Title I and non-Title I elementary schools were surveyed in the school district in the study. Because African American and Hispanic students from low-socioeconomic background make up the majority of the demographic underrepresented in gifted education, the focus of the research was to determine whether the school district provided adequate and effective professional development and teacher training in cultural diversity and gifted education. The outcome variable, teacher willingness to share professional, personal, and educational experiences on cultural diversity and gifted education, was measured by an instrument adapted by the researcher based on an instrument developed by Morote and Tatum (2005) and the Park City School District Gifted and Talented Program Evaluation survey developed by Shepherd in 2005. This mixed-methods study included an examination of the relationship between teacher perception of African American and Hispanic students in gifted education programs and professional development and teacher training in cultural diversity and gifted education. The research design included data from two different sources: numerical data of courses being offered for licensed educators in the school district and an anonymous online survey that included an open- and close-ended questionnaire based on participants' professional, personal, and educational background. During an evaluation of the data results, it was revealed that elementary school educators' perceptions about gifted education programs negatively impacted the teacher referral rate for African American and Hispanic students to gifted education programs. In addition to the data results and the research study, the lack of professional development and teacher training in gifted education contributed to the underrepresentation of these students in gifted education programs in the school district. ED579814 Investigating the Underrepresentation of African American and Hispanic Students in Gifted Programs Online Submission Ed.D. Dissertation, Nova Southeastern University 2017-05-23 150 N/A 2018 229 As Provided JAN2020

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No Cues Interpersonal Competence Nonverbal Communication Second Language Learning Second Language Instruction Computer Assisted Instruction Cognitive Processes Japanese Intonation Teaching Methods Pragmatics Phonology Auditory Perception Auditory Stimuli Pretests Posttests Videoconferencing Native Speakers English Error Patterns Reaction Time Vocabulary Development Tutors Correlation Anxiety Communication (Thought Transfer) Surveys Statistical Analysis Self Determination Case Studies Murakami, Janel Rachel Goodman Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation investigated the effects of technological mediation on second language (L2) learning, focusing, as a case study, on gains in listening perception of the subtle but important feature of pitch placement in Japanese. Pitch accent can be difficult to perceive for non-native speakers whose first language (L1) does not rely on pitch or tone as a distinctive feature, such as English (Wayland & Li, 2008). Pedagogically, Face-To-Face (FTF) interactions with native or near-native speakers are typically the most effective way to learn L2 sound system features due to social presence, but these interactions are not always possible because of physical distance. Mediation can facilitate these interactions, but it is unclear which type results in more learning gains. The current study compared three mediation types that vary in the information provided to the learner: audio-only (asynchronous), video (audiovisual asynchronous), and videoconferencing (audiovisual synchronous), as well as a fourth condition of videoconferencing which facilitated mutual eye contact. The lack of mutual eye contact in standard videoconferencing (due to the webcam being above the image of an interlocutor's face) can inhibit the perceived social presence (Bondareva, Meesters, & Bouwhuis, 2006). A pretest/posttest/delayed posttest design was used, which measured error rates and reaction times for a same/different discrimination task and a picture recognition task. The participants were English L1 speakers, with no prior study of Japanese. After the pretest, they received training in the form of two short lessons in beginner Japanese vocabulary and sentence building administered by a native speaking tutor, which did not explicitly address pitch placement, but used minimal pairs for this feature as vocabulary items. The lessons were followed by a posttest, and a delayed posttest one week later. The results showed that all four conditions succeeded in improving Japanese pitch placement detection, both immediately after and up to a week after the lessons. While an ANOVA revealed no main effect of mediation type, planned comparison results suggest videoconferencing without eye contact may lead to more gains in pitch placement perception than video. A surprising suggestion by the data was that videoconferencing with eye contact may lead to worse performance than the other mediation types. An exit survey detected the self-determination of the participants, and higher self-determination correlated with worse testing performance within the videoconferencing with eye contact condition. This suggests that the addition of eye contact increased the social presence of that condition to the point that it triggered Foreign Language Speaking Anxiety (FLSA) in the participants. Overall, this study highlights that lessons and tasks administered through mediation can be used to provide native speaker input for features that are important for listening and speaking, and this can effectively help learners attend to and learn these features. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579037 The Influence of Social Cues and Cognitive Processes in Computer Mediated Second Language Learning ProQuest LLC Ph.D. Dissertation, The University of Arizona 2017-00-00 978-0-3551-8981-0 116 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:10621492 2018 As Provided JAN2020

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No Mixed Methods Research Beginning Teachers Special Education Teachers Reading Readiness Reading Comprehension Semi Structured Interviews Summative Evaluation Reading Strategies Faculty Development Online Surveys Elementary Education Stratton, Mary P. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Elementary Education Novice special education teachers have become an integral part of the public and private school systems throughout Pennsylvania. This mixed-methods research study explored the expertise and preparedness of current novice special education teachers. A combination of an electronic survey questionnaire and phone and face-to-face interviews were utilized to collect quantitative and qualitative data. Survey construction and interview question development were grounded in the reading specific domains as outlined through the framework entitled, Pennsylvania Standards Aligned System. From this lens, perceived reading competency levels amongst novice special education teachers were explored. Quantitative and qualitative findings were examined by category associated with five foundational research questions related to the impact of undergraduate reading coursework, number of years of teaching experience and type of special education certification on reading preparedness. The distinctly organized quantitative and qualitative data were organized into reading competency categories, analyzed using descriptive statistics and Chi-square analysis. Collected evidence allowed for discovery of distinct areas of need; such as interpretation and analysis of reading assessment, knowledge of reading interventions and resources and a need for additional exposure and training in the area of reading comprehension strategies. Data from the study indicate that reading coursework has a positive impact on special education teachers' understanding of foundational reading knowledge of standards, curriculum and assessment. As a group, Dual Elementary/Special Education certified teachers were able to understand conceptions contained within the Pennsylvania Standards Aligned System domains. These participants attained the highest number of correct responses across all categories of domains within the PSAS framework. Special education teachers with two or more years of teaching experience attained higher frequency of correct response across all domain categories when compared to novice special education teachers who have taught one year or less. When asked, novice special education teachers gave feedback on their professional development experiences related to reading and discussed their frustration and challenges with current reading professional development. Qualitative data collected from a series of nine semi-structured interviews indicate that novice special education teachers value professional development that is specific to individual need. They consistently reported that lack of reading resources and associated training were a source of major concern. The intention of these qualitative statements was solely for the purpose of improving reading pedagogy that would ultimately lead to improved student outcomes. Trends associated with professional development format, indicate that professional learning communities and collaborative work sessions were both impactful and practical. In both qualitative and quantitative findings, novice special education teacher analysis and utilization of summative assessment data, were reported as a significant need and an area which warrants 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.] ED579038 A Mixed Methods Survey Research Study of Novice Special Education Teachers: Investigation of Reading Preparedness ProQuest LLC Ed.D. Dissertation, Widener University 2017-00-00 978-0-3552-0353-0 281 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:10620468 2018 As Provided JAN2020

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No Community Colleges Two Year College Students First Year Seminars Academic Persistence Qualitative Research Student Attitudes Course Content Critical Incidents Method Semi Structured Interviews Questionnaires Coding Data Analysis Writing Skills Competence Self Esteem Student Adjustment Social Support Groups Student Responsibility Student Motivation Kelley, Zachary L. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges As access to higher education has continuously risen throughout the second half of the twentieth century, community college student success has not kept pace. Within this climate, institutions look to cost-effective initiatives and programs to encourage student success in order to produce more certificate and degree earners. While many first-year experience community college programs appear to increase institutional retention and student success, first-year seminars are best poised to provide academic and social support to community college students with varying levels of academic and social preparedness. Therefore, the purpose of this study was to examine which first-year seminar course components graduating community college students perceived as most important towards encouraging student persistence. Fink's (2013) Integrated Course Design (ICD) Model generally, and Taxonomy of Significant Learning specifically, guided and framed the study. The participants in the study included 21 students who reflected the site institutions' diverse population, and had filed an intent to graduate in spring semester 2017. Data for the study were derived using critical incident and semi-structured interview questionnaires. Data were coded using holistic and in vivo coding methods. Using general pragmatic qualitative research, the researcher conducted a thematic analysis of the data. Four themes emerged from thematic data analysis: (a) Increased Writing Efficiency is Paramount; (b) Competence and Confidence; (c) Campus Integration and Support, and (d) Responsibility and Motivation. Participants perceived that many cognitive and affective were important. However, the first-year seminar instructor as a facilitator of foundational knowledge, and a source of support was perceived by participants as the most important first-year seminar course component. In order to achieve maximum course utility, students should be required to complete the first-year seminar during their initial college 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.] ED579571 Community College First-Year Seminar Courses and Persistence to Degree: A Qualitative Exploration of Graduating Students Perceptions of Course Components ProQuest LLC Ed.D. Dissertation, The University of Alabama 2017-00-00 978-0-3553-5215-3 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10284668 2018 As Provided JAN2020

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No Statistical Analysis Test Bias Test Items Scores Hypothesis Testing Sample Size Models Comparative Analysis Ayodele, Alicia Nicole Dissertations/Theses - Doctoral Dissertations EISSN- English Within polytomous items, differential item functioning (DIF) can take on various forms due to the number of response categories. The lack of invariance at this level is referred to as differential step functioning (DSF). The most common DSF methods in the literature are the adjacent category log odds ratio (AC-LOR) estimator and cumulative category log odds ratio estimator (CU-LOR). Although the study of DSF may be helpful when opposing DIF effects within an item can go undetected or for informing what part of a multi-step item may need improvement, research regarding DSF procedures is limited. The effect of number of item score levels has not been investigated with regard to the relationship between DSF and traditional DIF methods, including differences in statistical behavior. This study investigates the effect of the number of item score levels on power and Type I error of the following DSF methods: AC-LOR, CU-LOR as well as DIF methods: Mantel (chi-square) Test, Liu Agresti, Generalized Mantel-Haenszel, and Simultaneous Step Level test (SSL). This study also examined which statistical procedures are most effective for adjusting per comparison Type I errors for the SSL method: Dunn-Bonferroni, Benjamini and Hochberg, or Holm's. Conditions varied included (a) sample size ratio, (b) number of item score levels, (c) generating model, (d) impact, and (e) DSF pattern. Results suggest that altering the number of score levels did not have an effect on the DSF/DIF detection methods. When considering both statistical and practical significance of factors affecting power, the pattern of DSF was the most important effect. Additionally, the Dunn-Bonferroni adjustment was adequate when using the SSL method. The SSL method performed well compared to the other DIF methods and should be considered for simultaneously detecting both DSF and DIF. The significance of these results as well as limitations and future directions 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.] ED579572 Examining Power and Type 1 Error for Step and Item Level Tests of Invariance: Investigating the Effect of the Number of Item Score Levels ProQuest LLC Ph.D. Dissertation, University of Minnesota 2017-00-00 978-0-3554-1860-6 153 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:10284753 2018 As Provided JAN2020

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No School Counseling Program Implementation School Counselors Leadership Styles Disadvantaged Schools Statistical Analysis Correlation Online Surveys Comprehensive Programs Harris-Bingham, Tranae Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study is to examine the relationships among the level of comprehensive school counseling program implementation, school counselors' leadership practices, and their schools' Title I status. Existing research examining the level of program implementation and school counselor leadership practices is limited and the representation of schools predominately serving students from low socioeconomical statuses is relatively small. Therefore, this study addressed this gap in the literature in an effort to increase knowledge of factors relating to school counseling program implementation. In order to determine if relationships existed among these variables, a nonexperimental quantitative research study was designed to collect data from practicing school counselors using an online survey. An analysis of data indicated a positive relationship between the level of implementation of the comprehensive school counseling program and certain leadership practices. However, no significant relationship was found between the level of program implementation and Title I school 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.] ED580053 A Quantitative, Correlational Study of the Relationship between Comprehensive School Counseling Program Implementation and School Counselors' Perceived Leadership Styles in Title I Schools ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-6261-9 116 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:10634230 2018 As Provided JAN2020

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No School Choice Parent Attitudes Questionnaires Case Studies Decision Making Interviews Focus Groups Likert Scales Special Education Special Needs Students Private Schools Elementary Secondary Education Educational Finance Bernier, Lisa E. Dissertations/Theses - Doctoral Dissertations Arizona EISSN- English Elementary Secondary Education School choice is deeply rooted in the marketization theories originally presented by Milton Friedman in the 1950s. There are many school choice options available in Arizona. The purpose and primary research question of this case study explored how a Free Appropriate Public Education (FAPE) and other factors influenced the parents' decisions to move their children with disabilities from public to private school settings in Maricopa County, Arizona. Secondary research questions were designed to identify what factors, including FAPE, played a role in their decisions, and what their experience has been at the new schools. The sample included 24 parents from Maricopa County who obtained Arizona Empowerment Scholarship Accounts (ESAs) to transfer their children from public to private schools. Data collection instruments included: An online questionnaire, followed by interviews, and a focus group. Analysis strategies included percentages for the Likert scaled questionnaire items and inductive, thematic coding for interviews. The results of the study revealed seven major categories: Parents understood their rights under FAPE, a child's unique needs, faculty and staff factors, school choice factors, obtaining special education services, educational factors and financial factors. An underlying finding throughout the study that connected all of the factors was the ambiguity of the word "appropriate" as it relates to FAPE. If educators can support parents of children with disabilities in their school choice decisions, teachers are trained in good parent communication techniques, and if there is a more well-honed definition of the word "appropriate" with regard to FAPE, parents and public schools can work together to ensure that all children with disabilities receive the education they 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.] ED580054 A Case Study of School Choice and Special Education in the 21st Century ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-5444-7 309 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10635203 2018 As Provided JAN2020

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Yes Gender Differences Measurement Equipment Exercise Physiology Racquet Sports Quasiexperimental Design College Students Experimental Groups Control Groups Comparative Analysis Psychomotor Skills Multivariate Analysis Yu, Chih-Hung Wang, Jye-Shyan Wu, Cheng-Chih Speeches/Meeting Papers Reports - Research English Higher Education This study utilized sensors to investigate how females and males might perform and reflect differently on their tennis skills in a beginner class. A quasi-experimental design was conducted in this study to investigate the learning outcome of using tennis sensors. Two classes of students enrolled in a college physical education course participated in this study. One class of the students, who applied tennis sensor and reflective strategy, served as the experimental group; the other class using traditional instructional method served as the control group. The end-of-semester achievement test results showed that students in the experimental group performed as well as those in the control group. However, the experimental group performed a relatively smooth swing pattern and had better sensor-collected shot-data scores than those of the control group. As to gender effects, female students benefited more from using sensors when learning backhand groundstrokes, as compared to those not using. Male students tended to perform better on timing, swing speed, and spin level on making shots than those of the female students. The most common skill problems for both genders were maintaining balance and shifting the center of gravity of the body while hitting the balls. While viewing their own filmed practice videos, both gender of students reflected mostly on the key tennis techniques taught in the class; however, additionally, male students were more likely to refer to expectations or emotions regarding to their performance but the female students tended not. This study also showed that the sensors could be a useful tool in facilitating the analysis of tennis beginners' performance and in assisting their learning of key techniques. Future studies should use the sensors to collect data from a large sample of tennis beginning players so that the differences between genders could be thoroughly examined and analyzed. In addition, how to improve the instructional approach while using sensors in class to better fit both male and female students' needs is another critical issue in this field. [For the complete proceedings, see ED579282.] ED579304 Applying Sensors to Investigate Gender Differences in Beginning Tennis Players International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 14 As Provided JAN2020

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Yes Teacher Education Programs Environmental Education Consciousness Raising Preservice Teachers Equipment Telecommunications Handheld Devices Educational Technology Technology Uses in Education Ecology Conservation (Environment) Climate Urban Areas Natural Resources Intervention College Environment Foreign Countries Graphs Teaching Methods Qualitative Research Case Studies Silva, Maria João Almeida, António Valente, Bianor Rodrigues, Margarida Manteigas, Vítor Speeches/Meeting Papers Reports - Research Portugal (Lisbon) English Higher Education In order to develop elementary school children's environmental citizenship, the 21st century teachers have to improve their own environmental literacy, and electronic sensors can have an important role in that improvement. The research presented in this paper describes an environmental education project that uses electronic sensors to support future teachers in thinking globally, while sensing and acting in their local environment. Future teachers used sound sensors, temperature sensors, as well as carbon dioxide sensors, together with smartphones, to explore natural and urban systems in order not only to characterize these systems, but also to: (1) understand ecosystems' services and interconnectedness; and (2) identify environmental problems; and plan related solutions in what concerns climatic comfort and air quality. The data acquired and produced in ecosystems' explorations were selected and are presented in this paper, as well as the related interpretations. The learning results are related to: (1) the local characterization of a natural ecosystem and of the teachers' education school campus; (2) the differences and relations between Lisbon urban systems and the neighboring natural ecosystems; and (3) the identification of interventions to improve environmental quality of the campus. This research contributed to validate the use of electronic sensors and smartphones as a useful strategy to produce environmental information about the explored ecosystems, to link local and global approaches in environmental education, as well as to support students' actions, planned to enhance the Campus environment. [For the complete proceedings, see ED579282.] ED579305 Sensing Locally in the Global Environment: Using Sensors in Teachers' Education International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 12 As Provided JAN2020

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Yes Fractions Addition Arithmetic Mathematics Skills Mathematical Concepts Hypothesis Testing Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Computation Cognitive Development Concept Formation Elementary School Students Individual Differences Middle School Students Braithwaite, David W. Tian, Jing Siegler, Robert S. Reports - Research Pennsylvania (Pittsburgh) English Grade 4 Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, & Siegler, in press) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments examining fourth to eighth graders' estimates of fraction sums. We found that roughly half of estimates of sums were smaller than the same child's estimate of one of the two addends in the problem. Moreover, children's estimates of fraction sums were no more accurate than if they had estimated each sum as the average of the smallest and largest possible response. This weak performance could not be attributed to poor mastery of arithmetic procedures, poor knowledge of individual fraction magnitudes, or general inability to estimate sums. These results suggest that a major source of difficulty in this domain is that many children's learning of fraction arithmetic procedures develops unconstrained by conceptual understanding of the procedures. Implications for education are discussed. [At the time of submission to ERIC this article was in press with "Developmental Science." For the published version of this article, see EJ1183156.] ED574835 Do Children Understand Fraction Addition? Grantee Submission 2018-00-00 Institute of Education Sciences (ED) 39 T http://dx.doi.org/10.1111/desc.12601 2018 28 As Provided JAN2020 Yes R305A150262 R324C100004 R305B100001

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Yes English Language Learners Bilingual Education Student Surveys Public Schools Language Usage Gender Differences Immigrants Place of Residence Instructional Program Divisions Programs Models Direct Instruction Language of Instruction Disabilities Student Needs Reports - Research New York (New York) New York City Department of Education English The aim of this report is to provide context about the NYC Department of Education's (DOE) English Language Learners (ELLs) students. The data provided is based on the Bilingual Education Student Information Survey (BESIS). Just over 41% of the students enrolled in New York City public schools speak a language other than English at home. That means that there are 438,131 students living in households where English is not the primary language spoken. ELLs make up 14.4% of the entire Department of Education (DOE) student population, as there are 159,162 ELLs enrolled in the school system. The DOE has slightly more male than female ELLs, as 88,567 or 55.6% of our ELLs are male. Nearly half (47.5%) of the DOE's ELLs were born in another country. Data compiled evidences that the largest portion of these students moved to the United States from the Dominican Republic (30.8% of foreign-born ELLs, or 22,804 students). The remaining majority of ELLs born abroad came to the U.S. from China (16.4%, 12,137 students), Mexico (6.8%, 5,041), Bangladesh (5.0%, 3,719), Ecuador (4.7%, 3,471) and Haiti (4.7%, 3,463). ED580312 Office of English Language Learners: 2013 Demographic Report New York City Department of Education 2013-00-00 Administrators Teachers Community 14 New York City Department of Education. 52 Chambers Street, New York, NY 10007. e-mail: RPSGResearch@schools.nyc.gov; Web site: http://schools.nyc.gov/default.htm N/A 2018 0 ERIC JAN2020 ED572898

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No Common Core State Standards Secondary School Mathematics Misconceptions Symbols (Mathematics) Visual Aids Mathematical Concepts Mathematics Achievement High School Students Secondary School Teachers Charter Schools Urban Schools Teacher Characteristics Predictor Variables Males African American Students Low Income Students Morrissey, Glenda Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education The relationship between enactment of Common Core State Standards-Mathematics (CCSSM), student misconceptions, student achievement and teacher variables was investigated. After providing professional development on CCSSM enactment, observations were conducted to determine the degree of enactment of CCSSM content and Standards for Mathematical Practice (SMP) in 22 classrooms of nine teachers in an urban charter school network consisting of three high schools. Students were all boys, 98% African American, and predominantly of low socio-economic status. Data included quarterly assessments, Partnership for Assessment of Readiness for College and Careers (PARCC) test scores, and a teacher survey. Results indicated experienced teachers with high efficacy who expected students to discuss their work were related to higher levels of CCSSM enactment in teacher actions, fewer misconceptions and higher test scores. Newer teachers were most concerned about availability of CCSSM materials and had higher levels of enactment of CCSSM in classroom materials. A strong belief in student ability was related to student enactment of SMP. Implications for teacher education, teacher practice, 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.] ED579573 The Relationship between Enactment of Common Core State Standards-Mathematics, Student Misconceptions Concerning Negative Signs, Distribution, and Diagrams, Student Achievement, and Teacher Variables ProQuest LLC Ph.D. Dissertation, Illinois Institute of Technology 2017-00-00 978-0-3554-2746-2 167 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:10285624 2018 As Provided JAN2020

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No Positive Behavior Supports Intervention School Districts Evidence Based Practice Program Implementation Fidelity Educational Resources Scores School District Wealth Comparative Analysis Benchmarking Elementary Secondary Education Blakely, Allison Wright Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education The purpose of this study was to examine the relation between "district capacity" as measured by the District Capacity Assessment (DCA) and the "initial, depth, scale," and "sustained" implementation of an evidence-based practice (EBP), Positive Behavior Interventions and Supports (PBIS). This exploratory analysis also examined the internal structure of the DCA and how district-level context may influence the overall DCA score. Results from the study showed a positive relation between DCA scores and Tier I (i.e.,"initial") and Tier II (i.e., "depth") of PBIS implementation. While this study did not provide conclusive evidence between the DCA and all aspects of PBIS implementation, it does provide implications for future inquiry into the study of "district capacity." The discussion will review the findings, overview the limitations, discuss the implications of the results, and provide future directions for researchers, policy-makers, and practitioners interested in the further study of district capacity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579574 District Capacity and the Implementation of Positive Behavior Interventions and Supports: An Exploratory Study ProQuest LLC Ph.D. Dissertation, University of Oregon 2017-00-00 978-0-3553-9956-1 141 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:10286405 2018 As Provided JAN2020

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No National Surveys Learner Engagement Student Motivation Online Surveys Elementary Secondary Education Teacher Attitudes Administrator Attitudes Teacher Characteristics Administrator Characteristics Institutional Characteristics Academic Achievement Student Characteristics Outcomes of Education Teacher Effectiveness Administrator Effectiveness Preservice Teacher Education Administrator Education Measurement Techniques Reports - Research Tests/Questionnaires Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Elementary Secondary Education To better understand the views of teachers and school-based administrators on student engagement and motivation, the Education Week Research Center invited users of edweek.org--"Education Week"'s flagship website--to participate in an online survey in April 2014. Surveys were received from 606 respondents, with 504 being deemed qualified based on self-identification as a K-12 teacher or schoolbased administrator. The survey examines a range of key issues related to student engagement and motivation, including: educators' perspectives on student engagement; the levels of engagement and motivation among students at respondents' schools; views of potential strategies and solutions; and a range of related topics. Highlights from the findings include: (1) Teachers and administrators deem student engagement and motivation to be the most important factor contributing to student achievement, among a range of possible influences on learning; (2) Most respondents believe that they are themselves good at motivating students, but they give more measured endorsements of their fellow teachers' and administrators' abilities; (3) Only four in ten respondents say the majority of students at their schools are highly engaged and motivated; (4) Less than half of respondents believe their pre-service training adequately prepared them to engage and motivate students. Views of inservice training are slightly more positive; (5) Almost all respondents report that a lack of student engagement and motivation is a concern at their schools. However, only a quarter believe it is a serious problem; and (6) The majority of teachers and administrators indicate that too little attention is given to promoting student engagement at their schools. ED579815 Engaging Students for Success: Findings from a National Survey Editorial Projects in Education 2014-00-00 The Atlantic Philanthropies California Endowment NoVo Foundation Raikes Foundation 39 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://secure.edweek.org/media/ewrc_engagingstudents_2014.pdf 2018 0 ERIC JAN2020

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No Intervention At Risk Students Self Management Attention Deficit Hyperactivity Disorder Student Behavior College Students Student Motivation Learning Disabilities English Language Learners Middle School Students Mental Health Physical Health Anxiety Disorders Diseases Professional Development Theory Practice Relationship Teamwork Teachers Educational Technology Adjustment (to Environment) Performance Well Being Cleary, Timothy J., Ed. Books Collected Works - General American Psychological Association English Higher Education At-risk students dealing with cognitive, physical, mental health, and environmental challenges often have poor self-regulatory skills. They may struggle with tasks such as planning, goal-setting, and monitoring their own thoughts and actions. This volume describes how teachers, healthcare professionals, and others who work with young people can provide support and helpful strategies to students challenged by problems ranging from ADHD to conduct disorders to language learning deficits to disadvantaged backgrounds. The contributors discuss and illustrate the key components of effective self-regulatory learning, with a particular focus on the central role of feedback loops. Featuring a wide range of nationally known experts who draw on the latest theory- and research-based interventions, the book provides compelling evidence that self-regulated learning interventions are effective and powerful. After a series foreword (Barry J. Zimmerman) and introduction (Timothy J. Cleary), the following chapters are presented: (1) Use of Self-Regulated Learning for Children With ADHD: Research and Practice Opportunities (Linda A. Reddy, Erik Newman, and Arielle Verdesco); (2) Self-Management Interventions to Reduce Disruptive Classroom Behavior (Amy M. Briesch and Jacquelyn M. Briesch); (3) Self-Regulated Learning Interventions for Motivationally Disengaged College Students (Christopher A. Wolters and Leah D. Hoops); (4) Success for Students With Learning Disabilities: What Does Self-Regulation Have To Do With It? (Deborah L. Butler and Leyton Schneller); (5) Supporting Self-Regulated Reading for English Language Learners in Middle Schools (Ana Taboada Barber and Melissa A. Gallagher); (6) Emotion Regulation Interventions for Youth With Anxiety Disorders (Cynthia Suveg, Molly Davis, and Anna Jones); (7) Emotion Regulation Interventions and Childhood Depression (Jill Ehrenreich-May, Sarah M. Kennedy, and Cara S. Remmes); (8) Self-Regulation-Based Interventions for Children and Adolescents With Asthma (Noreen M. Clark and Minal R. Patel); (9) Professional Development Contexts That Promote Self-Regulated Learning and Content Learning in Trainees (Erin E. Peters-Burton, Timothy J. Cleary, and Susan G. Forman); (10) Using Teacher Learning Teams as a Framework for Bridging Theory and Practice in Self-Regulated Learning (Nancy E. Perry, Charlotte A. Brenner, and Nicole MacPherson); (11) Contexts Supporting Self-Regulated Learning at School Transitions (Wendy S. Grolnick and Jacquelyn N. Raftery-Helmer); and (12) Learning Technologies as Supportive Contexts for Promoting College Student Self-Regulated Learning (Anastasia Kitsantas, Nada Dabbagh, Suzanne E. Hiller, and Brian Mandell). An index is included. ED579816 Self-Regulated Learning Interventions with At-Risk Youth: Enhancing Adaptability, Performance, and Well-Being. Applying Psychology in the Schools Series American Psychological Association 2015-00-00 978-1-4338-1987-2 305 American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org N/A http://www.apa.org/pubs/books/4317373.aspx?tab=2 2018 ERIC JAN2020 ED577336

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Yes Classroom Design Foreign Countries Elementary School Teachers Secondary School Teachers Teacher Attitudes Focus Groups Video Technology Models Teacher Education Cooperative Planning Visualization Space Utilization Pedro, Neuza Reports - Research Speeches/Meeting Papers Portugal (Lisbon) International Association for Development of the Information Society (IADIS) English Elementary Education The concepts of future classrooms, multimedia labs or active learning space has recently gained prominence in educational research. Evidence-based research has found that well-designed primary school classrooms can boost students' learning. Also, schools' principals, teachers and students are requesting for more flexible, reconfigurable and modern classrooms' layouts, where technology and active pedagogical practices can be incorporated into an easier way. Under the scope of TEL@FTELab Project (Technology enhanced learning at Future Teacher Education Lab) of the Institute of Education of University of Lisbon an empirical study was conducted with 82 teachers of elementary and secondary schools aiming to capture their vision about what the classrooms for the future should be. Data was collected through a focus-group methodology. Teachers were asked to form groups of 3-to-8 elements and challenged to build a 3D mock-up of their future classroom by using a 1:20 scale kit provided by the researchers. The process of the classrooms construction was videotaped and content analysis of the mock-ups was conducted. This article presents the results of the data collected, focusing specifically in the following aspects: descriptive key concepts of what is seen as a future classroom, spatial organization (different working zones identified by the teachers), physical elements (furniture and equipment) and environmental aspects (light, sound, air quality, temperature, colour, natural elements, comfort and security). [For the complete proceedings, see ED579282.] ED579306 Redesigning Learning Spaces: What Do Teachers Want for Future Classrooms? International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 16 As Provided JAN2020

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Yes Faculty Development Web 2.0 Technologies Information Technology Technological Literacy Teaching Methods Guidelines Instructional Innovation Educational Technology Adult Literacy Program Descriptions Barriers Literacy Education Technology Integration Foreign Countries Montebello, Matthew Speeches/Meeting Papers Reports - Research Europe English The continuous professional development of educators is not only essential to highly maintain their expertise levels and ensure that their knowledge is up to scratch, but also to catch up and adopt new pedagogical tools, skills and techniques. The advent of the Web 2.0 brought about a plethora of digital tools that teachers have not only struggled to keep track of and investigate the array of tools available, but also have been at a loss of how to productively employ and take advantage of the benefits each of the different tools has to offer. In this paper we present a number of such tools as part of an empirical study to investigate the use of freely available digital tools. This exercise was a spin-off of a project that aims to embrace literacy through digital media as it focuses on re-training educators in the use of digitally supported methods that employ innovative teaching methods. In our conclusions we draw important guidelines on how to optimize the use of such continuous emerging web tools, as well as future work and new potential research directions. [For the complete proceedings, see ED579282.] ED579307 Digital Pedagogies for Teachers' CPD International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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No Females Engineering Education Interviews Observation College Students College Faculty Teacher Attitudes Student Attitudes Ethnography Disproportionate Representation Power Structure Teaching Methods Equal Education Gender Differences Educational Practices Christman, Jeanne Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Despite more than thirty years of the underrepresentation of women in engineering being a persistent concern, research on the cause of the problem has not been successful in reversing the trend. A plethora of theories as to why females are not entering engineering exist, yet they only address issues on the surface and do not attend to a deep-rooted culture in the field; a climate that has been traditionally male-normed and identified as "chilly" for women. My study calls into question traditional representations of the discipline by revealing an established culture of power, privilege and exclusion. In the tradition of ethnography, my study examined the environment of engineering education from the perspective of a 30-year insider, viewing the culture from the outside for the first time. Data were collected from class observations and interviews with engineering students and engineering professors at two state-funded and one private college of engineering. I found teaching methods and deeply entrenched beliefs that transmit inherent messages of a hierarchical discourse community, a community that is not friendly to women. Through my data I depict a hegemonic culture that has changed very little in the last 30 years in light of the many calls to diversify the discipline. Convinced that traditional teaching methods must be effective, since they themselves have been successful, professors I interviewed failed to identify contexts of persistence, challenge and success, socialization and preparation tasks, and engineering communications as contributing to an inequitable learning environment. Through this research journey, not only did I come to realize how the time-honored norms in engineering education have maintained a white, male dominance, I was confronted with my own domestication (Rodriguez, 2006) into the discipline and the regrettable role I have played in upholding inequitable practices in the face of my efforts to recruit and retain more women 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.] ED580566 Where Are All the Women Engineers? An Insider's View of Socialization and Power in Engineering Education ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1031-3 312 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620731 2018 As Provided JAN2020

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No Disadvantaged Power Structure Technology Education Access to Education STEM Education Nontraditional Education Science Instruction Kurtcu, Wanda M. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this paper is to investigate how a teacher can disrupt an established curriculum that continues the cycle of inequity of access to science, technology, engineering, and math (STEM) curriculum by students in alternative education. For this paper, I will focus on the technology components of the STEM curriculum. Technology in the United States, if not the world economy, is developing at a rapid pace. Many areas of day to day living, from applying for a job to checking one's bank account online, involve a component of science and technology. The "gap" in technology education is emphasized between the "haves and have-nots", which is delineated along socio-economic lines. Marginalized students in alternative education programs use this equipment for little else than remedial programs and credit recovery. This level of inequity further widens in alternative education programs and affects the achievement of marginalized students in credit recovery or alternative education classes instead of participation technology classes. For the purposes of this paper I focus on how can I decrease the inequity of student access to 21st century technology education in an alternative education program by addressing the established curriculum of the program and modifying structural barriers of marginalized student access to a technology focused 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.] ED580567 Marginalized Student Access to Technology Education ProQuest LLC Ed.D. Dissertation, California State University, East Bay 2017-00-00 978-0-3555-1208-3 140 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:10622807 2018 As Provided JAN2020

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No Guides Instruction Learning Educational Philosophy Educational History Teaching Methods Developmental Studies Programs Politics of Education Social Influences Faculty Development Teacher Education Student Diversity Language Usage Special Needs Students Global Approach Evaluation Methods Educational Policy Educational Change Teacher Role Social Studies Mathematics Instruction Equal Education Educational Quality Science Education Teacher Evaluation Literacy Education Reading Instruction Technology Uses in Education Educational Technology Second Language Instruction Writing Instruction Gitomer, Drew H., Ed. Bell, Courtney A., Ed. Books Collected Works - General American Educational Research Association (AERA) English The Fifth Edition of the :Handbook of Research on Teaching" is an essential resource for students and scholars dedicated to the study of teaching and learning. The volume covers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing a conceptual overview of a critical aspect of research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The chapters, all broad treatments of areas of study, will help readers see how particular areas of research connect with the larger issues of teaching and teacher education. The "Handbook," therefore, provides readers with a "20,000-foot view" of the current state of education research. Following an Introduction, this book contains the following chapters: (1) Thinking Philosophically About Teaching (Gert J. J. Biesta and Barbara S. Stengel); (2.) In Search of a Grand Narrative: The Turbulent History of Teaching (Judith Kafka); (3) Engaging Methodological Pluralism (Pamela A. Moss and Edward H. Haertel); (4) Teaching Beyond Achievement Tests: Perspectives From Developmental and Education Science (Elise Cappella, J. Lawrence Aber, and Ha Yeon Kim); (5) The Sociopolitical Context of Teaching (Na'ilah Suad Nasir, Janelle Scott, Tina Trujillo, and Laura Hernandez); (6) What Constitutes Teacher Learning? (Rosemary S. Russ, Bruce L. Sherin, and Miriam Gamoran Sherin); (7) Research on Teacher Preparation: Charting the Landscape of a Sprawling Field (Marilyn Cochran-Smith and Ana Maria Villegas With Linda Whalen Abrams, Laura C. Chavez-Moreno, Tammy Mills, and Rebecca Stern); (8) Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms: A Vade Mecum for Teacher Educators (Christian J. Faltis and Guadalupe Valdes); (9) Teaching Diverse Learners (Prudence L. Carter and Linda Darling-Hammond); (10) Teaching Students With Special Needs in the New Millennium (Janette Klingner, Mary Brownell, Linda H. Mason, Paul T. Sindelar, and Amber Benedict With Cynthia Griffin, Kathleen Lane, Maya Israel, Wendy Peia Oakes, Holly Mariah Menzies, Kathryn Germer, and Yujeong Park); (11) Teachers and Teaching in the Context of Globalization (Lynn Paine, Sigrid Blomeke, and Olena Aydarova); (12) Assessment and Teaching William R. Penuel and Lorrie A. Shepard; (13) Can Policy (Re)form Instruction? (Gary Sykes and Suzanne M. Wilson); (14) Crossings and Displacements: The Artist and the Teacher, Reweaving the Future (Judith M. Burton); (15) New Roles for Teachers in Diverse Schools (Bruce Fuller, Luke Dauter, and Anisah Waite); (16) Research on Social Studies Education: Diverse Students, Settings, and Methods (Keith C. Barton and Patricia G. Avery); (17) Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics Instruction (Daniel Chazan, Patricio G. Herbst, and Lawrence M. Clark); (18) Rigor and Equity by Design: Locating a Set of Core Teaching Practices for the Science Education Community (Mark Windschitl and Angela Calabrese Barton); (19) Teacher Evaluation in American Schools (Brian Rowan and Stephen W. Raudenbush); (20) Teaching Literacy: Reading (Victoria Purcell-Gates, Nell Duke, and Joseph Stouffer); (21) Teaching and Technology: New Tools for New Times (Barry Fishman and Chris Ded); (22) Teaching World Languages: Thinking Differently (Diane Larsen-Freeman and Diane J. Tedick); and (23) Teaching Writing in a Digital and Global Age: Toward Access, Learning, and Development for All (Sarah Warshauer Freedman, Glynda A. Hull, Jennifer M. Higgs, and Kyle P. Booten). ED580314 Handbook of Research on Teaching, Fifth Edition American Educational Research Association (AERA) 2016-05-00 978-0-935302-47-9 Students Researchers 1540 American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net T http://dx.doi.org/10.3102/978-0-935302-48-6 2018 ERIC JAN2020 ED578873

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Yes Adult Education Educational Research Research Methodology Barriers Meetings Research Needs Faculty Development Adult Literacy Literacy Education Disabilities Adult Basic Education Intervention Program Effectiveness Children Elementary Secondary Education Teacher Characteristics Student Characteristics Speeches/Meeting Papers Reports - Descriptive Tests/Questionnaires Pennsylvania Massachusetts National Center for Education Research (ED) English Adult Education The goal of this meeting was to discuss the challenges of adult education and mechanisms to better understand and address those challenges through research. The meeting was structured around three panel discussions representing the perspectives of State directors of adult education programs, adult education researchers, and education research methodologists and statisticians. This meeting summary captures these discussions and includes a final summary of topics and questions for exploration. ED580315 Advancing Adult Education Research. Meeting Summary (Washington, DC, April 26, 2012) Institute of Education Sciences 2012-04-26 25 Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ T 2018 0 As Provided JAN2020 Yes https://ies.ed.gov/ncer/whatsnew/techworkinggroup/

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Yes Elementary Secondary Education School Districts Instructional Improvement Cooperation Teaching Methods Academic Achievement Teacher Student Relationship Knudson, Joel Reports - Descriptive California California (Fresno) California Collaborative on District Reform English Elementary Secondary Education Changes at the federal level and an upcoming California election are shaping the social, economic, and political context in which K-12 districts operate. The California Collaborative on District Reform convened for a two-day meeting to step back, reflect, and take stock of the road ahead. Meeting participants listened to research-based presentations that helped to illustrate the postsecondary world that schools are preparing students for, who those students are and what their challenges will be, and how much money school systems are likely to have to address those challenges and ensure student success. A set of working groups then explored the high priority challenges facing districts in three domains: (1) the instructional core (the interaction of teachers and students around content); (2) external factors that influence students' abilities to engage in academic learning during their K-12 experience and to thrive after high school graduation; and (3) financial constraints and opportunities related to revenues, obligations, and investment priorities. Participants then considered issues of capacity, including the strategies and systems of support needed at the state and local levels to understand and effectively develop cultures and practices of continuous improvement. Resources from the meeting are available below. ED578920 An Agenda for the Future: Mapping the Terrain of California Education. Meeting 33 Summary (McClellan Park, California, June 22-23, 2017) California Collaborative on District Reform 2017-06-00 15 California Collaborative on District Reform. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: cacollaborative@air.org; Web site: https://cacollaborative.org/ N/A 2018 0 As Provided JAN2020

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No Early Childhood Education Human Capital Evidence Federal Programs Preschool Children Disadvantaged Youth Low Income Students School Readiness Early Intervention Program Evaluation Randomized Controlled Trials Program Effectiveness Educational Practices Student Characteristics Scores School Effectiveness Input Output Analysis Outcomes of Education Student Improvement Thinking Skills Home Visits Comparative Analysis Statistical Analysis Walters, Christopher Reports - Research National Bureau of Economic Research English Early Childhood Education Studies of small-scale "model" early-childhood programs show that high-quality preschool can have transformative effects on human capital and economic outcomes. Evidence on the Head Start program is more mixed. Inputs and practices vary widely across Head Start centers, however, and little is known about variation in effectiveness within Head Start. This paper uses data from a multi-site randomized evaluation to quantify and explain variation in effectiveness across Head Start childcare centers. I answer two questions: (1) How much do short-run effects vary across Head Start centers? and (2) To what extent do inputs, practices, and child characteristics explain this variation? To answer the first question, I use a selection model with random coefficients to quantify heterogeneity in Head Start effects, accounting for non-compliance with experimental assignments. Estimates of the model show that the cross-center standard deviation of cognitive effects is 0.18 test score standard deviations, which is larger than typical estimates of variation in teacher or school effectiveness. Next, I assess the role of observed inputs, practices and child characteristics in generating this variation, focusing on inputs commonly cited as central to the success of model programs. My results show that Head Start centers offering full-day service boost cognitive skills more than other centers, while Head Start centers offering frequent home visiting are especially effective at raising non-cognitive skills. Head Start is also more effective for children with less-educated mothers. Centers that draw more children from center-based preschool have smaller effects, suggesting that cross-center differences in effects may be partially due to differences in counterfactual preschool options. Other key inputs, including the High/Scope curriculum, teacher education, and class size, are not associated with increased effectiveness in Head Start. Together, observed inputs explain about one-third of the variation in Head Start effectiveness across experimental sites. ED578979 Inputs in the Production of Early Childhood Human Capital: Evidence from Head Start. NBER Working Paper No. 20639 National Bureau of Economic Research 2014-10-00 Institute of Education Sciences (ED) 43 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/w20639.pdf 2018 58 As Provided JAN2020 Yes R305A120269 ED573325

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No English Teachers Writing Instruction Freshman Composition College Freshmen English Language Learners Qualitative Research Case Studies Ideology Educational Practices Phenomenology Interviews Observation Student Surveys Student Diversity Teacher Attitudes Teacher Role Faculty Development College Faculty Gambardella, Elizabeth Anna Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This qualitative single-case study examined the experiences of a post-secondary first-year English composition instructor teaching long-term English learners at an urban, public university in the northeast United States by exploring the instructor's literacy ideologies and the effects of those ideologies on the instructional practices of the instructor within the English learners' classroom. The study used in-depth phenomenological interviews, classroom observations, a student diversity survey, and artifacts to achieve its purpose. The results of this study support three thematic findings: (a) Although the instructor was unsure as to what qualifies students to be classified as English learners, she teaches them in the same way she does native English-speaking students; (b) The instructor felt that her job was to help students learn "the game" of how to write academic text; and (c) The instructor used a variety of instructional practices but lacked professional training and resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580055 Practices and Literacy Ideologies of Post-Secondary First-Year English Composition Instructors Teaching Long-Term English Learners ProQuest LLC Ed.D. Dissertation, Southern Connecticut State University 2017-00-00 978-0-3553-6171-1 153 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:10634923 2018 As Provided JAN2020

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No Evidence Based Practice Special Education Educational Legislation Disabilities Federal Legislation Equal Education Outcomes of Education Constructivism (Learning) Case Studies Special Education Teachers Faculty Development Paraprofessional School Personnel Bubb-McKinnie, Esther Dissertations/Theses - Doctoral Dissertations Individuals with Disabilities Education Act EISSN- English Paraprofessionals often constitute the primary support system for special education students and are core members of special education instructional teams. Therefore, the Individuals With Disabilities Education Act requires that paraprofessionals receive adequate training, including training in evidence-based practices (EBP). However, paraprofessionals often do not obtain the training and professional development they need to become qualified. The unpreparedness of paraprofessionals may lead to discouraging student outcomes. Informed by social constructivism, the purpose of this exploratory case study was to understand the perspectives of 6 special education administrators, 5 special education teachers, and 1 special education paraprofessional on paraprofessionals' implementation of EBP and the status of EBP training for paraprofessionals. Purposely, and within the context of organizational sociocultural conditions, this study queried the perspectives of the participants in the purposeful sample on paraprofessional experience and training in EBP. During exploratory data analysis, open coding was used to analyze data thematically and identify central sociocultural themes. There was 1 overarching theme (organizational contexts of EBP implementation), 4 major subthemes (resources for EBP implementation, intrinsic attributes of professionals implementing EBP, extrinsic attributes of professionals implementing EBP, and acknowledging and valuing the role and importance of paraprofessionals tasked with implementing EBP), and several minor subthemes. This study may result in implementation of a yearlong paraprofessional professional development project, increased understanding and implementation of EBP, expansion of professional learning communities (PLC), and improvement of 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.] ED580056 Paraprofessional Implementation of Evidence-Based Practices for Special Education Students ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-2406-8 338 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10635253 2018 As Provided JAN2020

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No Higher Education Early Childhood Education Teacher Shortage Qualitative Research Case Studies Community Colleges Two Year College Students Teacher Certification Matczak, Melissa L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This qualitative single case study attempt is to explore how one institution of higher education can be responsive in meeting the needs of a teacher shortage in early childhood education and the factors impacting (hindering and helping) the collaborative partner process of designing an Applied Bachelor's in Science Degree in Elementary Education (BASTE). Organizational concepts and theories of change and leadership will guide the research. The study will track the progress of education faculty, stakeholders, and administers while developing a new pathway for teacher certification in Maple Valley. Resulting data and analysis will provide information about factors that both support and restrict innovation 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.] ED580568 Exploring Higher Education's Response to the Early Childhood Education Teacher Shortage ProQuest LLC Ed.D. Dissertation, St. Thomas University 2017-00-00 978-0-3555-1600-5 222 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10622736 2018 As Provided JAN2020

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No Social Networks Chronic Illness Patients Computer Mediated Communication Access to Information Safety Help Seeking Accuracy Information Sources Correlation Prediction Misconceptions Venkatesan, Srikanth Dissertations/Theses - Doctoral Dissertations EISSN- English Can medical advice from other participants in online health social networks impact patient safety? What can we do alleviate this problem? How does the accuracy of information on such networks affect the patients?. There has been a significant increase , in recent years, in the use of online health social network sites as more patients seek to access health information and connect with other patients with the same or a similar disease online. Yet, the above questions have not been adequately addressed in the literature. This dissertation focusses on addressing these issues. Patient to patient portals (online health networks) are health social networks that typically bring together people with similar health ailments. They also provide an ideal platform for patients to give experiential evaluations on the effectiveness of care and treatments and offer advice to other patients. Further the portals are accessible 24x7. While health information from patient-to-patient portals empowers patients, it can also lead to a compromise in patient safety. Crowdsourcing measures also present real dangers to patient safety. The objective of this research is to investigate the factors that are associated with misinformation in online patient portals to provide recommendations that impact both policy and practice. More broadly we explore the impact of question related issues, attributes about the patient asking the question and the responder, disease related factors, network factors, and cohesive groups. Another important goal is to provide a mechanism to detect and predict potential misinformation in such patient portals. The analysis can be done at three levels: (a) Thread Level (a collectivity of discussions about a topic): Essay 1 (b) Response Level (a post): Essay 2 and (c) Group Level (Cohesive sub-groups): Essay 3. The next few sections detail each of these essays. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580569 Data Quality in Online Health Social Networks for Chronic Diseases ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1104-4 150 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:10622728 2018 As Provided JAN2020

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Yes Institutionalized Persons Correctional Institutions Young Adults Focus Groups Urban Programs Youth Programs Community Programs Program Effectiveness Career Readiness Self Concept Experiential Learning Adult Learning Reports - Research New York (New York) John Jay College of Criminal Justice, Prisoner Reentry Institute (PRI) NYC Justice Corps English Adult Education The NYC Justice Corps aims to change the dynamic between justice system-involved young adults and the communities in which they live. At the heart of the program are community benefit projects -- from renovation and restoration projects to educational and arts initiatives -- designed and carried out by Corps members. Community benefit projects promote transformation on several levels. By taking the lead in all aspects of creating and completing their service projects, Corps members learn the hard and soft skills needed for their return to education or entry into training and the workforce. Neighborhoods, too, benefit from transformational physical improvements and the positive engagement of their young people. Community benefit projects have the potential to pave the way for a shift in community members' perception and experience of young people with criminal histories. In this report, focus groups were a primary source of information and were conducted with young adult NYC Justice Corps members in 2014 and 2015. Participation in the focus groups was voluntary, and informed consent was gained immediately prior to the start of discussion activities. Wherever possible, the voices of the Corps members are presented in their own words. Case histories were provided with the names changed. Additionally, interviews were conducted with a variety of stakeholders who have direct experience with both the program and Corps members, including program staff and the liaisons at community benefit project host sites. ED578988 Building Communities, Changing Lives: The NYC Justice Corps Community Benefit Projects. Reentry Research in the First Person Prisoner Reentry Institute 2017-06-00 72 Prisoner Reentry Institute. John Jay College of Criminal Justice, 555 West 57th Street Suite 601, New York, NY 10019. Fax: 646-557-4813; e-mail: pri@jjay.cuny.edu; Web site: http://johnjayresearch.org/pri N/A 2018 0 ERIC JAN2020

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Yes Community Colleges College Transfer Students Transfer Programs Transfer Policy Partnerships in Education Graduation Rate Bachelors Degrees Associate Degrees Graduation Requirements College Credits Clearinghouses School Statistics Student Records Student Characteristics Statistical Data Reports - Research Michigan Columbia University, Community College Research Center English Two Year Colleges Beginning at a local two-year college and then transferring to a four-year institution has been one of the most affordable ways for students to earn a bachelor's degree. Yet transfer pathways from two- to four-year institutions are often complex and confusing, and too many students who begin at a community college and aspire to earn a bachelor's degree fail to do so. Macomb Community College (Warren, Michigan) has taken a number of significant steps to address this issue. Macomb has developed over 200 transfer plans with partner institutions to facilitate transfer and to improve success rates for transfer students. It has partnered with its most popular transfer destinations to form the University Partners Advisory Council (U-PAC) to study and improve transfer pathways for students who begin their studies at Macomb and want to eventually earn a bachelor's degree. Through an analysis of student data, this report provides information on the outcomes of students who attended Macomb during or after 2003 and who transferred to U-PAC institutions between fall 2007 and spring 2009. Outcomes are tracked through June 2017. The study examines the rate at which students earn bachelor's degrees, for U-PAC colleges as a group and in some cases for each individual de-identified U-PAC member. It also examines excess credit accumulation, that is, whether transfer students earn more credits than are necessary for a degree. The excess credit analysis is based on a smaller sample of students for which linked transcript data from both Macomb and the U-PAC colleges were available. The conclusion of the report makes suggestions for reforms in policies and practices that have the potential to improve transfer outcomes for Macomb students. ED578995 Building Transfer Student Success at Macomb Community College: A Report on Transfer and Degree Completion Community College Research Center, Teachers College, Columbia University 2017-10-00 Kresge Foundation 32 Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ N/A 2018 16 As Provided JAN2020

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Yes STEM Education Higher Education Competition Postsecondary Education High Schools Self Esteem Critical Thinking Thinking Skills Career Choice Mixed Methods Research Pretests Posttests Surveys Likert Scales Student Interests Robotics Abeysekera, Krishani Perkins-Hall, Sharon Davari, Sadegh Hackler, Amanda Smith Speeches/Meeting Papers Reports - Descriptive Texas (Houston) English Higher Education STEM competitions are fairly widespread in middle schools and high schools, but do not commonly occur at the university level. We have developed a repeatable model for a one-day competition in which high school, community college and university students can build confidence in their own critical thinking abilities and develop enthusiasm for careers in science, technology, engineering and mathematics. The competitions are used to build confidence and excitement in students and to encourage them to consider choosing a STEM degree. [For the complete proceedings, see ED579282.] ED579308 Challenges for a New Generation of STEM Students International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 Department of Education (ED) National Science Foundation (NSF) 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 6 As Provided JAN2020

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Yes Large Group Instruction Online Courses Educational Technology Technology Uses in Education Program Design Records (Forms) Age Differences Geographic Location Gender Differences Qualifications Student Interests Grades (Scholastic) Cooperative Learning Equations (Mathematics) Prabhakar, Sankalp Zaiane, Osmar R. Speeches/Meeting Papers Reports - Research Massachusetts English Massive open online courses (MOOCs) describe platforms where users with completely different backgrounds subscribe to various courses on offer. MOOC forums and discussion boards offer learners a medium to communicate with each other and maximize their learning outcomes. However, oftentimes learners are hesitant to approach each other for different reasons (being shy, don't know the right match, etc.). In collaborative learning contexts, the problem of automatic formation of effective groups becomes increasingly difficult due to very large base of users with different backgrounds. To address this concern, we propose an approach for group formation of users registered on MOOCs using a modified Particle Swarm Optimization (PSO) technique which automatically generates dynamic learning groups. The algorithm uses the profile attributes of users in terms of their age, gender, location, qualification, interests and grade as the grouping criteria. To form effective groups, we consider two important aspects: a) intra-group heterogeneity and b) inter-group homogeneity. While the former advocates the idea of diversity inside a particular group of users, the latter emphasizes that each group should be similar to one another. We test our algorithm on synthesized data sampled using the publicly available MITx-Harvardx dataset. Evaluation of the system is based on the fitness measures of groups generated using our algorithm which is compared against groups obtained using some of the standard clustering techniques like k-means. We see that our system performs better in terms of forming effective learning groups in the context of MOOCs. [For the complete proceedings, see ED579282.] ED579309 Learning Group Formation for Massive Open Online Courses (MOOCs) International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 18 As Provided JAN2020

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Yes Programming Computer Science Education Automation Advanced Courses Computer Uses in Education Undergraduate Students Foreign Countries College Instruction Testing Gonzalez, Ruben Reports - Research Speeches/Meeting Papers Australia English Higher Education There are many difficulties with learning and teaching programming that can be alleviated with the use of software tools. Most of these tools have focused on the teaching of introductory programming concepts where commonly code fragments or small user programs are run in a sandbox or virtual machine, often in the cloud. These do not permit user software to directly interact with system resources and accordingly do not directly support advanced programming concepts such as multiprocessing, inter-process communication (IPC), Device IO, concurrency, synchronization, and platform independence. This paper presents a new tool for teaching advanced programming called the Interactive C Environment (ICE) that is designed to support teaching of all these programming concepts by automating many tasks for both the learner and teacher. It consists of an integrated development environment (IDE) with a built-in editor, compiler, automated testing framework, and a built-in makefile processor. It supports programs written in C-99 and a subset of C++ using both MS Windows and Linux System APIs. ICE not only provides secure, automated testing and assessment of projects but also group learning support in terms of comparative statistics. [For the complete proceedings, see ED579282.] ED579310 ICE: An Automated Tool for Teaching Advanced C Programming International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 24 As Provided JAN2020

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No Attendance Academic Achievement High School Freshmen Student Adjustment Educational Environment Rural Schools Constructivism (Learning) Qualitative Research Cognitive Development Social Development Teacher Attitudes Program Evaluation Interviews Content Analysis Transitional Programs Middle Schools LoPresti, Nancy O. Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English High Schools The transition from 8th to 9th grade, from middle school to high school, is considered one of the most challenging experiences in an adolescent's life. Ninth-grade transition programs, often referred to as freshman academies, have been developed and implemented over the last decade to address the needs of 9th grade students. The purpose of this study was to explore how the Freshman Academy may influence student connectivity, attendance, and academic achievement. Constructivist and human transition theory supports the premise that cognitive and social development markers are most prominent in the transition from 8th to 9th grade. Therefore, 9th grade transition programs that create a school environment that is nurturing and accommodating to needs of these adolescents may be influential in their academic experience. An evaluative study of an existing 4-year Freshman Academy in a rural New Jersey high school was conducted to provide formative data and evidence of the program's worth to stakeholders. Qualitative data was collected from program observations that included 22 teaching and professional staff, staff interviews, and a review of documented archival data and artifacts to evaluate the program's strengths and weaknesses, as well as its influence on student achievement. All data were color coded and analyzed through inductive content analysis and creative synthesis. Major and minor themes related to program influences emerged with regard to the Freshman Academy's impact on student connectivity to school, attendance and academic achievement. The study may also provide valuable information to assist in the creation of future 9th grade transition programs, which may enhance the freshman transition experience globally. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579039 A Freshman Academy's Influence on Student Connectivity, Attendance, and Academic Achievement ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3551-6952-2 194 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:10620494 2018 As Provided JAN2020

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No Mathematics Curriculum Academic Achievement Student Attitudes Attribution Theory Achievement Need Mixed Methods Research Case Studies Quasiexperimental Design Control Groups Interviews Multiple Regression Analysis Self Concept Community Colleges Two Year College Students Mathematics Anxiety Zollinger, Steven R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Due to anxiety, low confidence, and inadequate content knowledge, many college students struggle to complete their developmental math coursework. As colleges redesign their programs to address these issues, careful research is imperative to determine the factors that best meet the needs of these struggling students. The purpose of this study was to analyze the impact of one college's redesigned program (integrating online, mastery, and project-based learning) compared with the traditional program. Using Weiner's attribution theory of achievement motivation and emotion as a guide, this mixed methods case study used a quasi-experimental nonequivalent control group design in conjunction with a qualitative examination of student interviews. The study used archived quantitative data and interview data from community college students in the Western United States. The quantitative data was analyzed using multiple regression, and a thematic analysis was used for the interview data. The results indicated that students in traditional courses achieved higher final exam scores than those in the revised courses. However, the revised and traditional math students did not exhibit significantly different attitudes toward math. Some of the key factors that directly impacted student success included the availability of student support services, student collaboration, and self-concept and motivation. Based on these results, the participating college and similar colleges will be able to make more informed decisions to improve the efficacy of their developmental math programs. These revisions will then help to improve student attitude and success in mathematics, will motivate students to persist in their education, and will better equip students to positively contribute to their future communities and workplaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579040 The Impact of an Online, Mastery, and Project-Based Developmental Math Curriculum on Student Achievement and Attitude ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3551-6807-5 210 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:10620516 2018 As Provided JAN2020

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No International Education Study Abroad College Faculty Graduate Students Teacher Role Teacher Attitudes Qualitative Research Teaching Methods Teacher Motivation Outcomes of Education Graduate Study Loebick, Karla Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Internationalization efforts within higher education have been increasingly prioritized over the past few decades as a response to the growing demands of the changing globalized world. Short-term education abroad has emerged as a common strategy that institutions implement to help internationalize their campuses, students, and faculty. Faculty are central to curricular decisions for their institutions and this responsibility permeates their roles as faculty leaders of short-term, faculty-led education abroad. While considerable research exists on undergraduate experiences, few studies have focused on graduate education programs that are faculty led. The purpose of this study was to develop understanding of the perspectives of faculty members as leaders of short-term, faculty-led, education abroad at the graduate level (henceforth graduate education abroad). Within this study, short-term is used to denote programs of one to five weeks in duration. Framed by Clark and Peterson's (1986) Teacher Thought Process Model and Pratt's (1992) General Model of Teaching, I studied how faculty members perceive, understand, make sense of, and enact their role as leaders of graduate education abroad including: Three major research questions guided this research: (1) What do faculty leaders want to accomplish when leading graduate education abroad?; (2) What beliefs, assumptions, and values guide the work of faculty members in their role as a faculty leader of graduate education abroad?; and (3) What do faculty leaders do in their role as a faculty leader of graduate education abroad? These questions were investigated using qualitative research methods with 21 faculty leaders representing early, mid, and late career positions from five disciplinary areas at two doctorate granting universities. Each faculty leader had led between two and nine short term, graduate level education abroad experiences. The analysis of this study led to the creation of a model of the Pedagogy of Graduate Education Abroad which illustrates the process that 21 faculty leaders in this study experienced in their participation as faculty leaders of graduate education abroad. This study illuminated findings that provided insight into how faculty leaders pedagogically approach graduate education abroad including their motivations for involvement, defined purposes for short-term programming at the graduate level, responsibilities and liabilities of faculty leaders, qualities of graduate education abroad, highlights and challenges of being a faculty leader, types of graduate education abroad, pedagogical components of short-term programs, outcomes (for faculty, students, and institutions), and the role of graduate education abroad in the internationalization of graduate 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.] ED579041 Internationalizing Graduate Education through Education Abroad: The Pedagogy of Short-Term, Faculty-Led, Education Abroad Experiences ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3551-8975-9 238 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:10620748 2018 As Provided JAN2020

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No Grade 3 School Schedules Scheduling Physical Activities Physical Activity Level Elementary School Students Correlation Academic Achievement Principals Administrator Surveys Decision Making Accountability Wellness State Standards Standardized Tests Time Risk Socioeconomic Status Predictor Variables Reading Instruction Greve, Andrew W. Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English Grade 3 The principal is ultimately responsible for decisions regarding the master schedule at the elementary level of education (Canady & Rettig, 2013; Young, 2008), and these scheduling decisions are influenced by multiple factors (Benamati, 2010; Harris, 2013; Howard & Rakoz, 2009). Although principals have become increasingly aware of the need to use data to make informed decisions (Holcomb, 2012; Marzano, Waters, & McNulty, 2005; O'Neal, 2012), data pertaining to the relationship between scheduled opportunities for students to participate in physical activity and academic achievement is limited. The purpose of this study is to gain a better understanding of principals' scheduling decisions regarding how much time is designated for daily physical activity for third grade students in Virginia and the relationship between these decisions and academic performance. A survey of public school principals was used to collect information regarding scheduling decisions, as well as the role of accountability, wellness legislation, and other factors that may possibly influence decisions. This survey collected scheduling information regarding the opportunity for students to participate in physical activity as part of the scheduled curriculum. These data were compared to each school's academic achievement, which was measured by students' performance on Virginia's Standards of Learning (SOL) exams in third grade reading as reported by school leaders. Based on the results of this study, school leaders identified multiple factors influencing their scheduling decisions pertaining to opportunities for students to participate in physical activity. These factors of influence were coded into six categories: accountability demands of the SOLs, student health, autonomy limitations, time limitations, resource limitations, and liability risks. School leaders reported accountability demands of the SOLs as having the greatest influence on their scheduling decisions. Based on the data reported by school leaders, there is a significant positive correlation between the daily duration of scheduled physical activity and the academic performance of the school on the Grade Three Reading SOLs. Adjusting for socioeconomic status using the percentage of students receiving free or reduced priced meals, the scheduled duration of physical activity was a better predictor than the duration of reading instruction in predicting academic 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.] ED579042 An Examination of Virginia Elementary School Principals' Scheduling Decisions Regarding Opportunities for Students to Participate in Physical Activity during the School Day ProQuest LLC Ed.D. Dissertation, The George Washington University 2017-00-00 978-0-3551-8410-5 198 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:10620603 2018 As Provided JAN2020

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No Qualitative Research Group Membership Sororities African American Students Females Minority Group Students Ethnic Groups Student Experience Social Development Student Attitudes College Students Social Adjustment White Students Diversity (Institutional) Group Dynamics Psychology Racial Identification Disproportionate Representation Thompson, Rhonda H. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This qualitative research study explored the experiences of membership for Black women living in the Southeastern United States who joined historically White sororities. The growth of college diversity poses a problem for the field of psychology considering the abundance of psychological knowledge that was generated without the inclusion of ethnic minorities as research participants. There is a need for attention to ethnic minority individuals and relevant research that supports diversity in psychology. Exploring aspects of gender, race, culture, and social adjustment extends knowledge concerning the experiences that affect women's behavior and social development. This qualitative investigation provides an understanding of how African American, or Black, women describe their personal experience of being members of historically White sororities. The researcher chose the generic qualitative design to explore their subjective beliefs, opinions, and attitudes about the experience of membership. The sample was limited to Black women (ages 18-22) who joined historically White sororities while attending predominantly White universities. The experience of sorority membership involved the participants' personal development, self-awareness, influential interactions, and societal awareness. The influence of interactions supported ideas about inclusion and personal choices. The themes generated from the data analysis supported theories aligned with racial identity and social adjustment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580570 A Qualitative Investigation of the Experience of Membership for African-American Women in Historically White Sororities ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-0822-5 128 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:10690857 2018 As Provided JAN2020

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No Employees Job Satisfaction Job Performance Higher Education Statistical Analysis Multiple Regression Analysis Social Exchange Theory Correlation School Personnel Colleges Surveys College Administration Compensation (Remuneration) Private Colleges Dusing, Roger P. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Organizations, regardless of industry/sector, should consistently evaluate and improve organizational performance. Higher education institutions have come under increasing pressures to control costs while improving outcomes and would benefit from strategies that improve the performance of their employees leading to improved organizational performance. The purpose of this quantitative multiple-regression study was to assess the existence, strength, and direction of the relationship between the level of job satisfaction of university employees and the organizational performance of the institutions for which they work. Social exchange theory was used as the theoretical foundation for this research study. Job satisfaction was measured by using data from the Great Colleges to Work For® survey published annually by the "Chronicle of Higher Education" in partnership with ModernThink, LLC. Organizational performance was measured using the Consolidated Financial Index calculated using data from each institutions' IPEDS submissions. The population of the study included all four-year, private, nonprofit institutions that took part in the Great Colleges to Work For® survey from 2010 through 2015. Correlation analyses and multiple regression techniques were used in the analysis, in addition to a comparison of mean scores from independent samples using a t-test. The results of the study suggest that there is a statistically significant relationship between satisfaction with compensation and organizational performance. A less significant relationship was also identified between satisfaction with facilities/resources and organizational performance. Based on the findings, university administrators should be encouraged to evaluate the satisfaction of their employees with respect to compensation, and to take steps to increase the level of satisfaction through changes in compensation practices (e.g., implementing formal compensation structures and where necessary increasing pay rates). Suggestions for future research include exploring the impact of the Great Recession on University performance, methods to improve employees' satisfaction with compensation, and researching how job satisfaction in one year affects organizational performance in subsequent 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.] ED580571 Examining the Relationship between Employee Satisfaction and Organizational Performance in Higher Education ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-3142-1 194 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:10690932 2018 As Provided JAN2020

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No High School Students Money Management Neoliberalism Economics Education Educational Research Criticism Decision Making Interviews Teacher Attitudes Student Attitudes Secondary School Teachers Case Studies Lesson Plans Observation Role Discourse Analysis Tests Values Sober, Tamara Leigh Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Today's high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education's National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students' grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom. Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical 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.] ED579043 Wise Choices? The Economics Discourse of a High School Economics and Personal Finance Course ProQuest LLC Ph.D. Dissertation, Virginia Commonwealth University 2017-00-00 978-0-3552-0574-9 256 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:10620921 2018 As Provided JAN2020

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No Response to Intervention Academic Achievement Rural Schools High School Students Secondary School Teachers Teacher Attitudes Qualitative Research Statistical Analysis Formative Evaluation Curriculum Intervention Pretests Posttests Comparative Analysis Program Effectiveness Faculty Development Program Implementation Fidelity Distance Education Educational Technology Technology Uses in Education Whittaker-Coleman, Tanya Rene Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools This research study investigated whether the effects of response to intervention impacted student achievement in a rural virtual high school, as well as sought to determine staff perceptions of the efficacy of the implementation of RTI within the school. The researcher used both quantitative and qualitative analysis to effectively answer the question. The researcher utilized two formative assessment methods; the school's curriculum and intervention platform; Edmentum-PLATO, and the District's Benchmark Assessment; Aimsweb. Results showed strong significance that the treatment group's posttest scores significantly increased as compared to the comparison group with both intervention assessment methods. Staff perceptions concluded that if teachers are effectively trained and if the intervention is implemented with fidelity; student achievement is highly likely. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579044 The Effects of Response to Intervention (RTI) on Student Achievement in a Virtual High School ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2017-00-00 978-0-3551-8876-9 95 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620706 2018 As Provided JAN2020

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No Social Development Emotional Development National Surveys Online Surveys Teacher Attitudes Administrator Attitudes Elementary Secondary Education Educational Environment Self Management Decision Making Skills Common Core State Standards Demography Institutional Characteristics Program Implementation Preservice Teacher Education Faculty Development Educational Strategies Learning Strategies Measurement Educational Trends Academic Achievement Outcomes of Education Reports - Research Tests/Questionnaires Numerical/Quantitative Data Editorial Projects in Education (EPE), Education Week Research Center English Elementary Secondary Education To better understand educators' views of social and emotional learning, the Education Week Research Center invited users of edweek.org--"Education Week'"s flagship website--to participate in an online survey in April 2015. A total of 709 people participated, with 562 deemed qualified based on self-identification as a K-12 teacher or school-based administrator. The survey addressed a range of topics related to social and emotional learning, including educator perspectives, school conditions and context, preparation and training, and strategies and solutions. Highlights from the findings include: (1) Slightly more than one in three respondents reported that they were very familiar with social and emotional learning; (2) Self-management was the social and emotional trait rated most important for students to learn, while respondents perceived that responsible decision-making was the trait that was most important for teachers to possess; (3) Fourteen percent of respondents indicated that more than three-quarters of students in their schools had strong social and emotional skills; (4) Half of educators said social and emotional learning received about the right amount of attention in their schools, while just under half said it received too little attention; (5) Among survey respondents whose schools were implementing the Common Core State Standards, the majority (59 percent) said the amount of attention paid to students' social and emotional learning had remained the same since the implementation of the standards; and (6) The mot prevalent social and emotional learning challenge facing educators was that other issues often take priority, leaving limited time to focus on this area. ED579817 Social and Emotional Learning: Perspectives from America's Schools. Findings from a National Survey Editorial Projects in Education 2015-00-00 The Atlantic Philanthropies California Endowment NoVo Foundation Raikes Foundation 38 Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/rc/collections/otherreports.html?intc=main-footer N/A https://secure.edweek.org/media/ewrc_selreport_june2015.pdf 2018 0 ERIC JAN2020

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Yes Preschool Education Investment Evidence Relevance (Education) School Readiness Outcomes of Education Educational Quality Family Income Family Characteristics Cost Effectiveness Early Intervention Developmentally Appropriate Practices Integrated Activities Integrated Curriculum Faculty Development Cohort Analysis Child Development Educational Needs Educational Benefits Evidence Based Practice Yoshikawa, Hirokazu Weiland, Christina Brooks-Gunn, Jeanne Burchinal, Margaret R. Espinosa, Linda M. Gormley, William T. Ludwig, Jens Magnuson, Katherine A. Phillips, Deborah Zaslow, Martha J. Reports - Descriptive Information Analyses Society for Research in Child Development English Preschool Education The expansion of publicly-funded preschool education is currently the focus of a prominent debate. At present, 42% of 4-year-olds attend publicly funded preschool (28% attend public prekindergarten programs, 11% Head Start, and 3% special education preschool programs). A vigorous debate about the merits of preschool education is underway, although at times it has not included the most recent available evidence. The goal of this brief is to provide a non-partisan, thorough, and up-to-date review of the current science and evidence base on early childhood education (ECE). Our interdisciplinary group of early childhood experts reviewed rigorous evidence on why early skills matter, the short- and long-term effects of preschool programs on children's school readiness and life outcomes, the importance of program quality, which children benefit from preschool (including evidence on children from different family income backgrounds), and the costs versus benefits of preschool education. We focus on preschool (early childhood education) for four-year-olds, with some review of the evidence for three-year-olds when relevant. We do not discuss evidence regarding programs for 0-3 year olds. ED579818 Investing in Our Future: The Evidence Base on Preschool Education Society for Research in Child Development 2013-10-00 Foundation for Child Development 24 Society for Research in Child Development. 2950 South State Street Suite 401, Ann Arbor, MI 48104. Tel: 734-926-0600; Fax: 734-926-0601; e-mail: info@srcd.org; Web site: http://www.srcd.org N/A 2018 0 As Provided JAN2020 ED577788

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No Case Studies Problem Based Learning Public Schools Curriculum Implementation Secondary School Teachers High Schools Curriculum Design Partnerships in Education Expertise Beginning Teachers Faculty Development Research Methodology Qualitative Research Instructional Leadership Transitional Programs School Culture Teacher Collaboration Semi Structured Interviews Focus Groups Callison, Matthew Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education A critical step in addressing a call for schools to use curricula such as problem-based learning (PBL) is developing an understanding of how school leaders can support its implementation. The purpose of this study was to examine ways school leaders at a comprehensive, public high school provided supports to teachers as they implemented this student-centered instructional approach school-wide. A single case design was used to investigate the supports the school leaders at a comprehensive, public high school serving a diverse group of students used to facilitate school-wide implementation of PBL. Data collection took place during three site visits totaling seven weeks over the course of a school year. Data sources included semi-structured interviews, focus groups, relevant documents (e.g. meeting agendas, professional development plans) and artifacts (e.g., meeting notes, work products). Data was analyzed using thematic analysis. The first research question addressed the supports implemented by the principal to facilitate the transition to PBL. Findings indicated that principal provided supports connected to seven domains: Alignment and Coherence; Capacity Development; Culture; Curriculum, Instruction, and Assessment; Data-Informed Decisions; Relationships and Strategic Partnerships, and; Resource Management. The second question addressed the teacher and teacher leaders' perspective on the supports provided. Findings suggested that supports related to: (a) the development of a PBL framework used in the design, implementation, and evaluation of problem-based curriculum; (b) ongoing, teacher-led professional learning focused on the PBL framework, (c) efforts to transform school culture through the use of collaborative teacher design teams, and; (d) fostering innovation were largely successful. The final research question addressed what additional supports were needed or desired by the teachers. Findings suggested that teachers wanted: (a) additional collaborative time to plan, develop, revise curriculum, as well as observe other teachers; (b) additional time to develop partnerships with outside experts, and; (c) better training and support for new and novice teachers. Suggestions for 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.] ED580572 A Case Study Examining How School Leaders Support Schoolwide Implementation of Problem-Based Learning in a Comprehensive Public High School ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3554-0831-7 221 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:10691041 2018 As Provided JAN2020

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No Hispanic American Students High School Students Postsecondary Education Statistical Analysis Comparative Analysis Questionnaires Predictor Variables Peer Influence Family Influence Family Programs Locus of Control Minority Group Students White Students Academic Aspiration College Bound Students Student Surveys Orozco, Luis Antonio, Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools The continual rise of student loan debt seems to show the world that students are willing to do whatever it takes to become successful in life. However, when they have completed the requirement for the degree many question if the whole journey was worth it. The purpose of this quantitative causal-comparative study was to examine the potential influence that might lead Latino high school students' plans on pursuing higher education. The target sample for this study consisted of 189 students. The Factors Influencing Pursuit of Higher Education (FIPHE) Questionnaire (Harris, 2009), was used in this study to obtain measures on the independent and dependent variables for research questions one and the dependent variables for research question two. An online market research sample aggregator, QuestionPro, was used to obtain the target sample. The sample was given a link to access the survey on QuestionPro, an online data collection tool. The survey responses were downloaded into SPSS where the data analysis took place. Two findings in this study were recognized. First after controlling for gender, peer influence was a significant predictor of desire to pursue post-secondary education, where increases peer influence were associated with increases in the desire to pursue a post-secondary education. Additionally, family influence, family support, locus of control, relative functionalism, and glass ceiling were not significant predictors of desire to pursue a post-secondary education. The seconding finding of the study indicated that after controlling for gender, is there any significant difference between Latino and non-Latino students on the factors of family influence, family support, peer influence, locus of control, relative functionalism, and glass ceiling. Results indicated that there were no significant mean differences between Latino and non-Latino mean scores on family influence, family support, peer influence, locus of control, relative functionalism, and glass ceiling. Additionally, there were no statistically significant differences when Latinos were compared to Caucasians. This study brought to light the potential factors that lead the largest minority group in the United States of America, the Latinos, into pursuing higher education. Future research can look into other minority groups to determine what various factors lead them into pursuing 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.] ED580573 Latino High School Students' Pursuit of Postsecondary Education ProQuest LLC Ph.D. Dissertation, Trident University International 2017-00-00 978-0-3554-0849-2 117 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:10691059 2018 As Provided JAN2020

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No Evaluation Methods Interviews Observation Beginning Teachers Pictorial Stimuli Educational Technology Interpersonal Communication Student Teachers Cooperating Teachers Young Children Teacher Education Intention Laptop Computers Computer Uses in Education Cross, Dawn M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Observation is the preferred method of assessing small children in school and play settings. Despite being taught this, based on statements during the interviews of this study, it appears little instruction is dedicated to the performance of this type of authentic assessment. The professional literature surveyed for this study finds that due to lack of training, new teachers are hesitant to utilize authentic assessment and instead fall back on more formal, traditional assessment. In this study, I used digital pictures as a means for observational assessment. I also used scaffolded mediation and intentional conversation between student teachers and their cooperating teachers, as a means for supporting the use of observational assessment in the student teachers. This study aims to explore the questions: What is the nature of dialogue between a novice and experienced teacher when viewing digital pictures of young children for purposes of observational assessment? And in what ways, if any, can the guided use of digital media for assessment purposes influence the perceptions and/or abilities of a novice teacher? Through a series of interviews, I gathered data that suggests that this model of teacher training could provide experience in observational assessment. The data suggests that these experiences and conversations could alter the perceptions of the student teachers in regards to their potential use of observational assessment when they have their own classrooms, making the student teacher more likely to utilize authentic assessment. Through a comparison of data from before and after the intentional conversations with their cooperating teachers, the student teachers showed increases in the developmental domains that they were able to make observations of in the pictures. Three teacher dyads were included in this study, and all six participants stated that intentional conversation was a beneficial addition to the learning experiences of the student 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.] ED580574 Assessment with Digital Pictures; Using Images and Intentional Conversation to Scaffold the Experiences of Student Teachers ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1055-9 105 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:10620915 2018 As Provided JAN2020

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No Sense of Community Adult Students Community Colleges Two Year College Students Females Mixed Methods Research White Students Minority Group Students Comparative Analysis Teacher Student Relationship Peer Relationship Interviews Gilmore, W. Tamikka Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Adult Education This mixed method study offered an examination of the construct of sense of belonging among adult, community college women in the community college setting and its role on student success. Using academic data from women who met the criteria for the study at the conclusion of Fall 2016, results showed that neither group of women (Non-Minority/Privileged and Minority/Minoritized) students differed statistically among 25 sub-set variables that measured sense of belonging. However, both groups measured significantly higher among measures that assessed student/faculty relationships versus student/peer relationships. The structured interviews added rich data to the lived experience of women. Recommendations for the institution 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.] ED580575 Sense of Belonging among Adult Community College Women: An Exploratory Study in Southeastern North Carolina ProQuest LLC Ed.D. Dissertation, Wingate University 2017-00-00 978-0-3553-4989-4 124 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:10620957 2018 As Provided JAN2020

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No Nonverbal Communication Familiarity Motor Reactions Observation Knowledge Level Speech Communication Correlation Models Simulation Language Processing Keily, Holly Dissertations/Theses - Doctoral Dissertations EISSN- English A number of theories exist to explain why people gesture when speaking, when they produce gesture, and the origin of their gestures. This dissertation focuses on four individual variables that can influence gesture: (i) familiarity, (ii) imageability, (iii) codability, and (iv) motor experience. Four experiments were designed to determine how each of these variables influence gesture production. The first experiment found that gesture production increased as topic familiarity decreased, and that gesture rate decreased as description lengths increased. The second experiment confirmed both of those findings. The second experiment also showed that speakers who directly observe an event are influenced by that direct perception, compared to speakers who have only indirect knowledge of an event. The third experiment had people elicit target lexical items. Results showed that gesture production again decreased as utterances got longer. Gesture production also decreased as topic familiarity or codability increased, but that gesture production increased as imageability increased. The fourth experiment again found that gesture rates decreased as description lengths increased. In addition, the final experiment also showed that description lengths and gesture production both increased when speakers had limited levels of exposure to an item and that the most gestures and longest descriptions were produced when speakers had only haptic information about an object. The consistent finding that gesture rate decreased as utterance length increased provides evidence that gesture production is not solely an artifact of the speech production process, but in fact, has communicative purposes. A competition model for speech and gesture is proposed in order to account for the findings in all four experiments. The competition model is an elaboration of the Gesture as Simulated Action theory (Hostetter & Alibali, 2008, 2010). The competition model takes it that gesture and speech are components of one integrated system in people, who prefer to encode information verbally in the speech channel. The competition model proposes that this preference can be overcome when speech production is hindered. In such a circumstance, gestural information is expressed, though the gesture activation threshold may not have changed and gestural activation may not have increased significantly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580576 Referring to Actions and Objects in Co-Speech Gesture Production ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1064-1 133 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:10620985 2018 As Provided JAN2020

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No Economically Disadvantaged Low Income Students Working Class College Students Resilience (Psychology) Measures (Individuals) Test Construction Psychological Patterns Self Esteem Depression (Psychology) Stress Variables Social Desirability Social Class Factor Analysis Goodness of Fit Test Validity Reed, Rebecca Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Social class encompasses the preferences, lifestyles, and behaviors of people in various social class groups in conjunction with the structural privileges that accompany certain social locations (Smith, 2010). Class-privileged college students typically come to campus with greater amounts of cultural capital (Bourdieu, 1980) that afford them the luxury of understanding how to navigate the middle-class environment of college (Tett, 2000). Students from poor/working-class backgrounds are, on the other hand, often without the benefit of knowing the behavioral codes and expectations of college, which can lead to negative psychological outcomes in the form of lowered self-esteem, depression, and stress. As a construct, "resiliency" provides a framework for understanding how some poor/working-class students are able to succeed despite these potential negative outcomes and persist through college. The study aimed to measure the class-related challenges and resiliency factors that correspond to different levels of psychological outcomes using a scale called the Poor/Working-Class Challenge and Resiliency Factor Scale (P/W-CRF). Data was collected using a sample of 253 four-year college students who identified as coming from a poor/working-class background. Participants filled out an online survey consisting of a demographic survey, original challenge and resiliency factor items, psychology outcome measures (self-esteem, depression, and stress), a social desirability scale, and previously validated classism and resiliency scales. Through factor analysis, two scales were generated. The first scale represented the challenges faced on campus, which was a 20-item, four factor scale with a good fit. The second, resilience scale, was a 24-item, eight factor scale with a poor fit. The overall challenge scale was found to show convergent validity with the depression, stress, and classism scales, and divergent validity with the self esteem and social desirability scales. The resilience scale demonstrated convergent validity with the self esteem and resilience scales and divergent validity with the depression and stress scales. In an effort to explore a stronger model fit for the two models, post hoc analysis offered a possible 18-item, six- factor resilience model, with a slightly improved model fit. The document will explore potential strengths and weaknesses of using these models. Finally, implications and suggestions for future research are provided in the following areas; a) Research; b) Theory; c) Clinical Practice; d) Student Affairs or Services; e) Policy; and f) High School College Counseling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580577 The Poor/Working-Class College Students' Challenges and Resiliency Factors Scale: Developing the P/W-CRF ProQuest LLC Ph.D. Dissertation, Columbia University 2017-00-00 978-0-3553-0656-9 207 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:10621030 2018 As Provided JAN2020

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No Formative Evaluation Educational Strategies Classroom Techniques Teaching Methods Textbook Content Self Evaluation (Individuals) Evaluation Methods Educational Technology Instructional Materials Brookhart, Susan M. Books Guides - Classroom - Teacher ASCD English The formative assessment process helps teachers and students focus on learning goals, take stock of current work in relation to these goals, and move closer to reaching them. As students focus on their work, see and monitor their progress, and understand both "what" they are learning and "how" they learn, they become true learners. But what specific skills and strategies do students need to learn in order to assess themselves in the classroom, and how can you present those strategies in the context of subject-area material? The updated second edition of this best-selling resource from assessment expert Susan M. Brookhart answers those questions and gives you more than 60 tools to use with students in every grade level and subject. Formative assessment advice and a series of teacher tools will help you create high-quality classroom assignments, use appropriate intervention strategies, give students useful feedback, and design your own formative assessment tools. The easy-to-use student tools will help you teach formative assessment strategies that students can use after receiving an assignment, during direct instruction, while completing group or individual work, and before or after a summative assessment. All tools include clear instructions for use, suggestions for variations, and guidance on next steps. With this informative resource, teachers at all grade and experience levels will learn easy and effective ways to improve their assessment practices, leading to more targeted instruction and meaningful learning for all students. ED579819 Formative Assessment Strategies for Every Classroom: An ASCD Action Tool, 2nd Edition ASCD 2010-07-00 978-1-4166-1083-0 Teachers ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org N/A http://www.ascd.org/Publications/Books/Overview/Formative-Assessment-Strategies-for-Every-Classroom-An-ASCD-Action-Tool-2nd-Edition.aspx 2018 As Provided JAN2020 ED572929

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Yes Educational Quality Educational Improvement Delivery Systems Quality Assurance Early Childhood Education State Programs Technical Assistance Incentive Grants Teacher Education Programs State Standards State Policy Holod, Aleksandra Faria, Ann-Marie Weinberg, Emily Howard, Eboni Reports - Evaluative United States American Institutes for Research (AIR) English Early Childhood Education As national attention has increasingly focused on the potential for high-quality early childhood education (ECE) to improve children's school readiness, states have developed quality rating and improvement systems (QRISs) to document the quality of ECE programs, support systematic quality improvement, and provide clear information to families about their child care choices. Nearly all states in the nation currently operate--or are planning to implement--some form of QRIS (QRIS National Learning Network, 2015). This brief discusses quality improvement supports, including their prevalence in state and regional QRISs, and key considerations for their implementation. ED579820 Moving up the Ladder: How Do States Deliver Quality Improvement Supports within Their Quality Rating and Improvement Systems? Brief American Institutes for Research 2015-09-00 10 American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org N/A 2018 15 As Provided JAN2020 ED573043

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Yes Comparative Analysis Content Analysis Poetry Poets Literary Criticism Literary Styles Literature Appreciation Ethical Instruction Friendship Social Values Foreign Countries Shahverdi, Elham Sepahvandi, Masood Reports - Descriptive Greece Iran EISSN- English Ferdowsi's Shahnameh and Homer's Iliad are among the first literary masterpieces of Iran and Greece. These teachings include the educational teachings of Zal and Roudabeh, and Paris and Helen. This paper presents a comparative look at the immortal effect of this Iranian poet with Homer's poem--the Greek blind poet. In this comparison, using a content analysis method, the effects of the educational teachings of these two stories are extracted and expressed, The results of this study show that the human and universal educational teachings of Shahnameh are far more than that of Homer's Iliad. ED579821 A Comparative Analysis of Educational Teaching in Shahnameh and Iliad Online Submission 2018-01-12 13 N/A 2018 21 As Provided JAN2020

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No Graduate Study Instructional Design Online Courses Case Studies Qualitative Research Interviews Protocol Analysis Web Sites Communities of Practice Data Analysis Integrated Learning Systems Richards, Kari Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study reports the findings of a qualitative case study that examined how elements of design and organization were conceptualized and enacted in two graduate level online courses, and, how these conceptualizations and enactments evolved. Data was collected through interviews and "think-alouds" with the course instructors and through screen captures of the course home pages. The Community of Inquiry Framework (CoI) (Garrison, Anderson, & Archer, 2000) was used as a lens to analyze the data for the Design & Organization element of the framework's concept of Teaching Presence. The analysis identified patterns in the five features of the Design & Organization element: Setting Curriculum, Designing Methods, Establishing Time Parameters, Utilizing the Medium, and Establishing Netiquette. The data shows variation in the way most of the features are conceptualized and enacted in the online courses, with some exceptions. These variations reflect the different experiences, expectations, and logic of the two instructors, while the exceptions reflect the influence of external norming agents such as the Learning Management System or institutional guidelines. The results indicate a wider range of possibilities in course design and organization than the CoI framework has been conceptualized to account for, which has implications for the various programs and institutions using the framework as an instrument for their evaluation of 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.] ED579045 The Design and Organisation Features of Two Online Courses: A Case Study of Their Emergence and Evolution ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3552-1948-7 199 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:10621214 2018 As Provided JAN2020

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No Affordances Educational Benefits Reading Instruction Reading Programs Spelling Instruction Elementary School Students Grade 1 Phonics Reading Comprehension Writing (Composition) Achievement Gap Teaching Methods Interviews Program Effectiveness Mastery Learning Qualitative Research Cosgrove, Margaret Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This research study was designed and conducted to evaluate the regular education teacher's perspective on the effective use of Project Read to adequately instruct spelling mastery at the first grade level. The Project Read curriculum is divided into three major strands including phonics, reading comprehension, and written expression. Project Read's mission includes the belief that these programs are designed to help educators close the achievement gap in the classroom by providing teachers with the necessary instructional strategies. Various first grade teachers, reading specialists, and instructional coaches were interviewed from across the school district to discuss their individual views on the Project Read program and its effectiveness in the classroom. The qualitative data collected was then organized to determine patterns of constraints and affordances of the program. The anticipated outcome is to determine how this program can be adjusted to meet the needs of all learners in the classroom and how to most effectively implement this program in order to teach spelling mastery in first grade students. Educators are expected to adapt lessons and accommodate to all students' needs, but this is most effectively accomplished when curriculum and programs lend themselves to this required format of teaching. This research study sought to answer questions about Project Read, determining specific affordances and constraints within the program, and most importantly, what aspects of the program should be adjusted in an effort to implement this Project Read most effectively 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.] ED579046 A Study on the Affordances and Constraints of the Instructional Use of Project Read ProQuest LLC Ed.D. Dissertation, Gwynedd Mercy University 2017-00-00 978-0-3551-9785-3 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:10620725 2018 As Provided JAN2020

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No Hispanic Americans College Faculty Tenure Qualitative Research Case Studies Disproportionate Representation Teaching Experience Teacher Attitudes Semi Structured Interviews Barriers Sapeg, Raquel Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this qualitative case study was to explore the lived experiences of underrepresented tenured Latina faculty in one four-year university in the southeast area of the United States to identify barriers towards achieving tenure. Eight tenured Latina faculty with experience of 7 to 20 or more years in a tenured position provided their perceptions and experiences of the challenges and support they encountered in their pursuit of tenure. A snowball sampling technique produced eight participants from an initial recruitment from an online search. Semi-structured interviews via in-person and audio-video conferences offered rich descriptions of the Latina faculty's experiences for coding and analysis. The NVivo for Mac software supported the coding and analysis process of the participant's responses. Five main themes emerged from the patterns found in the analysis. The five findings included: organizational exclusionary practices against Latina faculty at the university; white male-oriented culture where resources are used to benefit white males; demoralizing micro-aggressions towards Latina faculty from white faculty; the university leadership's lack of action and accountability to address diversity and inclusion challenges; and the lack of support networks and mentoring to help guide Latina faculty. These findings described an exclusionary academic environment, where the Latina faculty often felt insulted, isolated, and underappreciated with little to no opportunity to advance or contribute equally to the university. This study contributed to the literature by addressing various reasons higher educational institutions need to actively remove barriers that negatively affect Latina faculty seeking tenure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579822 Exclusion in Academia: Latina Faculty Struggle towards Tenure ProQuest LLC Ed.D. Dissertation, St. Thomas University 2017-00-00 978-0-3554-1569-8 157 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:10622753 2018 As Provided JAN2020

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No Critical Thinking Undergraduate Students Student Research Curriculum Internship Programs Study Abroad Statistical Analysis Pretests Posttests Quasiexperimental Design Comparative Analysis Advantaged Disadvantaged Educational Practices Rosfeld, Kimberlina Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Many American college students lack the academic skills to be successful. College faculty members struggle to help these disadvantaged students excel in a college environment. There is a need for identified strategies to help college students develop academic skills such as critical thinking. The purpose of this study was to determine if participation in the high-impact practices of undergraduate research, learning communities, capstones, internships or study abroad is a strategy that can be utilized by college faculty members to teach critical thinking skills to academically disadvantaged college students. This quantitative study used a quasi-experimental within subjects pretest-posttest design. The critical thinking levels of students before participation in undergraduate research, learning communities, capstones, internships or study abroad were compared with the critical thinking levels of those same students after participation in the high-impact practices. In addition, the effect of participation in multiple practices was investigated and a comparison was made between the posttest critical thinking levels of academically advantaged and disadvantaged students. Participants were nineteen undergraduate students at a small Midwestern liberal arts university. A significant difference in pretest and posttest critical thinking scores was determined (t(18) = -2.29, p = 0.034). There was not a significant difference between critical thinking levels of students who had participated in multiple high-impact practices and those who had only participated in one high-impact practice. In addition, there was not a significant difference between the posttest critical thinking scores of disadvantaged and advantaged students. The findings from this study indicate that the high-impact practices of undergraduate research, study abroad, learning communities, capstones, and internships could be used by college faculty members to encourage the development of critical thinking in college students. Although the other differences examined were not significant, the increases in the mean critical thinking scores for students participating in multiple practices suggest that further research is needed. The change in critical thinking between advantaged and disadvantaged students' posttest critical thinking was not significant but the larger difference for disadvantaged students does indicate that further research with a larger sample is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579823 Teaching Critical Thinking Using High-Impact Practices: A Quantitative Study ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-3793-8 104 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:10622877 2018 As Provided JAN2020

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No Job Skills Information Technology Professional Personnel Higher Education Electronic Learning Mixed Methods Research Interviews Career Development Occupational Information Wood, Scott Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Through the rise of online learning, the playing field has been leveled for colleges across the globe. As costs continue to increase, greater emphasis is being placed on higher education institutions to maximize existing resources while adapting to technological advances. Building on Christensen's theory of disruptive innovation, and further considering Lunenberg's work on higher education as an open system that must adapt to its changing environment, the researcher aimed to understand the realities of a shifting information technology (IT) landscape on IT professionals. A mixed method sequential exploratory approach was used to investigate if additional skills were required of IT professionals in managed hosting environments. The study further investigated if a change in organizational staffing would be required or a change in career trajectory would be possible. The quantitative phase, which included responses from 28 participants across 25 institutions, suggested that participants did not find that managed hosting environments required additional skills, different staffing models, or additional career trajectories. The qualitative phase uncovered additional insights. Via responsive interviewing of five interviewees, the researcher found HEIs that utilize managed hosting for IT applications places an emphasis on soft skills and increased user communication. Further, there was a consensus that managed hosting for IT applications changes the responsibilities of IT staff. However, the overall impact of a managed hosting strategy on a HEIs workforce will depend heavily on leadership and the organizational culture of the 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.] ED579824 Required Skill Sets of Information Technology Workers in Managed Hosting Environments in Higher Education ProQuest LLC D.B.A. Dissertation, Baker College (Michigan) 2017-00-00 978-0-3552-2991-2 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:10622500 2018 As Provided JAN2020

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No Teacher Attitudes Teacher Evaluation Qualitative Research Case Studies Teacher Administrator Relationship Models Beginning Teachers Experienced Teachers Disadvantaged Schools Trust (Psychology) Feedback (Response) Anxiety Accountability Teacher Student Relationship Bush, Charles D. Dissertations/Theses - Doctoral Dissertations EISSN- English The challenge of designing and implementing teacher evaluation reform throughout the U.S. has been represented by different policies, teacher evaluation components, and difficulties with implementation. The purpose of this qualitative embedded single case study was to explore teacher perceptions about new evaluation model implementations and how new model implementations impact the relationships between teachers and administration. The main unit of analysis was teachers at one school experiencing the implementation of new evaluation reform. The sub-units were the experience levels of teachers, specifically New Teachers, Mid-career Teachers, and Seasoned Teachers. Findings in this research demonstrated a protectiveness of the low income school in which the participants work, and a lack of trust in the state understanding the needs of a low performing school. The findings indicated teachers perceive the lack of local control or input into the development or implementation of a new evaluation tool may create feelings of mistrust and ulterior motives. Results also emerged suggesting that teachers perceive a new teacher evaluation model may add stress to the site, provide tools for feedback and accountability, and possibly negatively impact the relationships with students. Finally, the findings indicated striking differences of the perceptions of teachers with different levels of teaching experience. Teachers of all experience levels perceived similar, positive relationships between teachers and administrators. However, the perceptions of the current evaluation tool was markedly different based on years of experience. New Teachers and Mid-Career Teachers stressed a desire to receive feedback and the need for feedback to improve their practice. Conversely, Seasoned Teachers stated a clear lack of need or desire for feedback. Additionally, All experience level groups perceived that there may be some level of added stress during the implementation of a new evaluation tool. Seasoned Teachers Mid-Career Teachers perceive the possibility of a new tool as a negative event, while New Teachers viewed this as an opportunity for accountability and alignment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579825 Teacher Perceptions about New Evaluation Model Implementations ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-3791-4 133 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:10622533 2018 As Provided JAN2020

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No Stakeholders Educational Quality Community Colleges Definitions Ambiguity (Semantics) Total Quality Management Synthesis Administrator Attitudes Classification Shouba, Derek Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Americans are increasingly concerned about academic quality (Hauptman & Kim, 2009). This concern about academic quality is a product of the relative decline of the American economy, American Program for International Student Assessment (PISA) test scores, American baccalaureate attainment rates, and various other indicators of national competitiveness (Kanter, 2011). Educating about 40% of all postsecondary students and suffering from persistently low completion rates, community colleges are not immune from public concern about academic quality (Alstadt, Fingerhut, & Kazis, 2012). Pressure on community college leaders to promote academic quality comes from a variety of quarters, including students and parents, faculty and staff members, board members, program and regional accreditors, funding agencies, citizens, taxpayers, employers, and state and federal government agencies (Hom, 2011). Unfortunately, different community college stakeholders have different, and often shifting, definitions of academic quality (Newton, 2010). The open-ended nature of the term "quality" makes such complexity possible, if not inevitable. As Bassis (2015) asserted, issues related to academic quality are disconcerting and perspectives vary widely, "influenced in no small part by where one sits" (p. 2). A community college leader's decisions about academic quality can lead to the uneven distribution of academic, technological, or physical plant resources, and the downgrading of other, opposing stakeholder-driven definitions of academic quality. When we choose one value-laden interpretation of the term quality, we invariably give up on another incommensurate interpretation of the same word (Kenny, 2000). As Northcraft and Neale (1996) argued, most organizational decisions between competing values inherently affect resource allocation. Community colleges leaders who fail to prioritize different stakeholder-driven definitions of academic quality properly often fail to make informed strategic decisions that advance a college's mission (Hom, 2011). Employing total quality management, stakeholder theory, and the theory of the public sphere, the researcher used a critical interpretative synthesis methodology to describe varied stakeholder-driven definitions of academic quality and provide community college administrators with a theoretical model for prioritizing them. Total quality management provides a practical framework for incorporating customer feedback into an actionable definition of quality (Crosby, 1979; Deming, 1986; Juran, 1989; Sparks & Legault, 2001); stakeholder theory provides a method for broadening leaders' perspectives about an organization's purpose or bottom line (Freeman, 1984, 1994); and the theory of the public sphere offers leaders a theoretical model for understanding how men and women can democratically resolve differences between different or competing claims about values (Habermas, 1989). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579826 Ranking Different Stakeholder-Driven Definitions of Academic Quality ProQuest LLC D.Mgt. Dissertation, University of Maryland University College 2017-00-00 978-0-3554-1495-0 201 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:10622661 2018 As Provided JAN2020

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No Preservice Teachers Student Attitudes Student Teacher Supervisors Mentors Teacher Attitudes Technology Integration Phenomenology Qualitative Research Rural Schools School Districts Learner Engagement Feedback (Response) Thinking Skills Problem Solving Focus Groups Efficiency Self Efficacy Moye, Gatsy A. Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Higher Education The purpose of this phenomenological qualitative study was to explore perceptions of pre-service and mentor teachers regarding the level of integrating technology in the curriculum of 21 selected classrooms in eight rural school districts in Southeast Texas. The following research questions guided this phenomenological study: 1. What are pre-service and mentor teachers' perceptions regarding the various ways technology can be used in the curriculum, according to the four levels of the SAMR technology integration model, which includes substitution, augmentation, modification, and redefinition? 2. What are pre-service and mentor teachers' perceptions regarding the use of technology in place of traditional strategies for lesson delivery and student activities at the substitution level of the SAMR technology integration model? 3. What are pre-service and mentor teachers' perceptions regarding the use of technology to increase student engagement and understanding at the augmentation level of the SAMR technology integration model? 4. What are pre-service and mentor teachers' perceptions regarding the use of technology to incorporate interactive features, i.e., feedback and collaboration at the modification level of the SAMR technology integration model? 5. What are pre-service and mentor teachers' perceptions regarding the use of technology to enhance student higher order thinking skills and problem-solving skills at the redefinition level of the SAMR technology integration model? The researcher utilized focus group interviews with 21 participants. Fourteen participants were pre-service teachers. The other seven participants were mentor teachers. The researcher used interpretation as a means to step back from the study and form a larger meaning about the phenomenon based on personal views of the participants (Creswell, 2015). The study findings lead to the conclusion that pre-service and mentor teachers use a variety of devices and programs to integrate technology in the curriculum. Another conclusion was that pre-service and mentor teachers have a desire to become more efficient with their integration of technology in the curriculum. The study provides implications for practices, which districts and campuses could implement to enhance pre-service and mentor teachers' abilities to more effectively integrate technology in the 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.] ED579827 Pre-Service and Mentor Teachers' Perceptions Regarding the Level of Technology Integration in the Curriculum ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2017-00-00 978-0-3553-6930-4 179 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:10619405 2018 As Provided JAN2020

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No School Safety Crisis Management Violence Homicide Case Studies School Policy Advisory Committees Interviews Administrator Attitudes Emergency Programs Validity College Presidents Interdisciplinary Approach Universities Higher Education Qualitative Research Atkins, Kemal M. Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Higher Education Crisis management is a critical issue facing higher education. Higher education leaders and campus safety advocates agree that the Virginia Tech massacre changed perceptions and approaches to campus safety at colleges and universities nationally. In the University of North Carolina System, it was the two murders of University of North Carolina at Wilmington students that occurred three years prior to Virginia Tech caused the UNC System to take significant steps toward making all of its campuses safer. This single-case study examined the University of North Carolina (UNC) System's initiatives to respond to violence on campus through the work of the campus safety forces that were formed in 2004, 2007 and 2013. The study assessed the impact that changes made to crisis management policies and practices recommended by the Task Force had on campus safety and crisis leadership. The researcher collected and analyzed documents and media reports related to the task forces' work. In addition, interview responses from eight task force members who were experienced higher education administrators were transcribed and analyzed. Triangulation of these data was used to assure the validity of this research study. Results of this case study research show that UNC's continuous focus on campus safety has led to changes in policy and practice that have made its campuses better prepared for and improved their ability to respond to crises. The findings also show that Presidential/CEO leadership was critical to the success of UNC's multi-disciplinary approach to making its campuses safer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579828 The Campus Safety Imperative: A Qualitative Study of A State Higher Education System's Initiatives to Respond to Violence on Campus ProQuest LLC Ed.D. Dissertation, Delaware State University 2017-00-00 978-0-3553-7147-5 117 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:10619463 2018 As Provided JAN2020

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No Foreign Countries Citizenship Education Citizenship Case Studies Ethnography Secondary School Teachers Social Justice Poverty Extracurricular Activities Civics Self Concept Social Class Social Differences Teaching Methods Accountability Standardized Tests Socialization School Role Educational Practices Teacher Attitudes High School Students Student Attitudes Lopez, Andrea Dissertations/Theses - Doctoral Dissertations Chile (Santiago) EISSN- English Secondary Education In this dissertation I present the main findings of a multiple case study using an ethnographic approach to explore high school teachers and students' understandings and practices of citizenship and citizenship education in a public, a private-subsidized, and a private independent school in Santiago, Chile. The study showed how citizenship education was understood very differently in each school, ranging from a patriotic to a social-justice oriented approach, which was reflected in the curriculum, extracurricular activities, civic ceremonies, expectations of students, and in the way student government functioned and how students perceived their role in it, among other aspects of school life. These differences worked to perpetuate social reproduction and contributed to the civic opportunity gap, but a dimension of resistance complicated this, showing a political side to what is commonly seen as civic disengagement in poor students. It also showed how students' identity as citizens was mediated by the discourses of abajismo and arribismo fostered at the schools, promoting in students a misrecognition of their social class, that works against a critical and transformative approach to inequality. Regardless of the type of school and citizenship education approach, all schools experienced pressure from the accountability context, limiting time for citizenship education to favor a focus on standardized tests; and showed a tendency to isolate students from their community, and to see them as not-yet-citizens. This meant schools acted mostly as spaces of socialization, concerned with forming students that adapted to the system, rather than promote their agency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579829 Students and Teachers' Discourses and Practices of Citizenship and Citizenship Education in Three Chilean High Schools ProQuest LLC Ph.D. Dissertation, New York University 2017-00-00 978-0-3553-4905-4 330 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10619496 2018 As Provided JAN2020

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No Comparative Analysis Student Participation Grade 11 Academic Achievement College Entrance Examinations College Readiness Grade Point Average Models Longitudinal Studies Correlation Control Groups School Districts High School Students Flye, Alesia L. Dissertations/Theses - Doctoral Dissertations Michigan ACT Assessment EISSN- English Grade 11 The Advancement Via Individual Determination (AVID) curriculum emphasizes writing, collaboration, organization, and reading to strengthen academic skills. High school students enrolled in AVID elective classes receive daily academic support, while enrolled in challenging classes such as Advanced Placement (AP). The purpose of this study was to examine the influence of Academic High School students' participation in the AVID college readiness system and students' academic achievement using multiple measures, including the Michigan Merit Exam (MME) state assessment, the American College Test (ACT) college readiness assessment, the Advanced Placement (AP) program, and grade point average (GPA). Vroom's (1964) expectancy theory comprised the theoretical framework for this study. A longitudinal, correlational design used previously collected data from three cohorts of graduates (2012-13, 2013-14, and 2014-15) to determine the effect of students' participation in AVID based on the selected academic indicators. Students enrolled in the AVID program and a control group in each cohort were matched on grade, gender, socioeconomic status and compared on the academic indicators. Findings confirmed that although students in the AVID group showed slightly higher student achievement scores in ACT English assessment, Number of AP English courses, and GPA, no statistically significant differences were found for ACT English and reading tests, AP English and mathematics courses, or senior GPA. Based on analysis of findings in this study, the AVID program did not positively influence student achievement at Academic High School. The school district must carefully weigh the associated costs and benefits of the AVID program while considering the recommendations in this study for practice and/or 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.] ED579047 A Comparative Analysis of Student Participation in the Advancement Via Individual Determination (AVID) Program and Performance on the Grade 11 Michigan Merit Exam (MME)/Act ProQuest LLC Ed.D. Dissertation, Seton Hall University 2017-00-00 978-0-3551-6866-2 148 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:10620764 2018 As Provided JAN2020

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No STEM Education Career Development Socialization Middle School Students Student Attitudes Occupational Aspiration Parent Influence Peer Influence Mass Media Effects Leisure Time Educational Environment Identification (Psychology) After School Programs Educational Technology Technology Uses in Education Middle Schools Kendall, Katherine A. Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Economic forecasts predict an unprecedented shortage of STEM workers in the United States. This study examined the vocational anticipatory socialization factors and classroom stratagems influencing middle school students' science, technology, engineering and mathematics (STEM) career development. Student attitudes towards STEM content areas and related career aspirations were measured. Parental, peer, media, out-of-school time activities and physical school environmental influences were examined along with teacher and school counselor capacities. The results showed middle schools were not actively engaging in STEM identity formation and career development practices nor were they providing out-of-school time STEM activities for their students. Parents, peers and the use of the online learning platform, Learning Blade did, however, have significant influences on students' STEM career 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.] ED579048 STEM Vocational Socialization and Career Development in Middle Schools ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2017-00-00 978-0-3551-8873-8 143 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:10620079 2018 As Provided JAN2020

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No Art Education Educational Policy Preservice Teacher Education Academic Standards Visual Arts Teacher Certification Alternative Teacher Certification Art Teachers Professional Identity Interviews Elementary Secondary Education Lim, Kyungeun Dissertations/Theses - Doctoral Dissertations Indiana EISSN- English Higher Education Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in relation to policies of academic and quality standards and the extent to which visual art teachers' sense of identity as teachers and artists is affected by appropriation of these standards. The theoretical framework of this study is the need to understand policy appropriation of standards (including visual art and art teacher preparation standards) as an on-going process, that is continually influenced and changed by internal (human level) and external (institutional level) factors. The appropriation process is effectively expressed through practices, narratives, and texts of practitioners. To understand the status and factors of the art education policy appropriation in art teacher preparation, I collected data as printed or digital documents, and as interviews with faculty members and pre-service art teachers in two traditional visual art teacher preparation programs in Indiana. I analyzed external (institutional level) and internal (human level) factors to adopt and work with state and national standards. While national standards for visual art education (were adopted by many states and presented as voluntary policy, in Indiana the national standards were built into the Indiana's Academic Standards for Visual Art Standards for K-12 students. Visual art teachers were required to complete a traditional teacher preparation program and pass examinations to become licensed to teach art. Findings reveal that faculty of higher art teacher education programs in Indiana paid attention to the national and state standards in K-12 visual art and the standards for teacher education when preparing students to become licensed K-12 art educators. External motivations were accreditations system for teacher preparation requested by Indiana Department of Education related to NCATE. Schools and districts could be external motivations that pre-service art teachers adopt the standards in order to succeed in a job market. Internal factors were respects of roles and leaders of art education associations, desires to train/be qualified teachers and attain balanced knowledge between art studio and art education. Alternative routes to licensure were viewed as economically advantageous but not supportive of high-quality education. Policy had little impact on issues of identity. I concluded with recommendations for improvement in art teacher preparation that were needs of supportive policies for pre-service teachers' teaching and teaching licensure including traditional and alternative licensures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580057 An Inquiry of How Art Education Policies Are Reflected in Art Teacher Preparation: Examining the Standards for Visual Arts and Art Teacher Certification ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3553-2510-2 281 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:10635268 2018 As Provided JAN2020

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No Teacher Attitudes Violence Public Schools Qualitative Research Phenomenology Student Behavior Secondary School Teachers Charter Schools Hall, Kevin D. Dissertations/Theses - Doctoral Dissertations Michigan (Detroit) EISSN- English Secondary Education There has been an increase in violence in many public schools over the last few decades. While school leaders have attempted to address this problem of violence, no recorded documentation of significant change exists. Teachers are the ones who usually see violent behaviors by students before, during, and after an incident, but many studies do not focus on the teachers' perceptions of the violence that may occur. Teachers view many different acts of student violence on a regular basis and may provide educational leaders with important information that could reduce this problem. The data collected in this qualitative phenomenological study is an example of the student violence observed by 10 high school teachers in a Detroit-area charter school with 500 students. These teachers have observed students' behaviors that have resulted in physical violence and verbal abuse. Data were collected by asking the participants questions about their perceptions of student violence. Based upon the results of this study, several key themes including recognizing signs of student violence, teacher communication, leadership support, and Parental support emerged. The research findings for this study demonstrate a need for educational leadership to design and implement professional development sessions for new 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.] ED580058 Teachers' Perceptions of Student Violence in Public Schools: A Qualitative Phenomenological Study ProQuest LLC EDD/CI Dissertation, University of Phoenix 2017-00-00 978-0-3553-3419-7 193 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:10635271 2018 As Provided JAN2020

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No Learning Disabilities Online Courses College Students Educational Experience Course Organization Student Attitudes State Universities Qualitative Research Phenomenology Interviews Learner Engagement College Faculty Scheduling Personal Autonomy Interpersonal Relationship Academic Accommodations (Disabilities) Teacher Student Relationship Murders, Michael R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The body of research concerning college students with learning disabilities is sparse relative to the percentage of college students with learning disabilities who attend college. Further, the majority of existing research fails to capture the student voice and the lived experiences of the students themselves. The purpose of this study was to explore the experiences of college students with learning disabilities who utilized online education at a public university centrally located in the United States, resembling numerous comprehensive regional universities. Using a qualitative, phenomenological research framework, this study uses in-depth individual interviews to collect data from eight participants. Interviews were recorded, transcribed, and thematically analyzed. Four categories emerged as central to their experiences as college students with learning disabilities: (1) faculty engagement, (2) student engagement, (3) course organization, and (4) needed resources. These four categories and their interconnections resulted in five major themes determined to be the results of this study: (1) students with learning disabilities like the convenience and flexibility of schedule afforded by online classes, (2) online structure and organization affords students with learning disabilities more time to process and understand information (3) students with learning disabilities feel more independent and confident with the structure and organization of online courses, (4) students with learning disabilities perceive a lack of interaction in online classes, and (5) instructors lack understanding and support of accommodations and students with learning disabilities. This study provides numerous opportunities for future research related to the topic and findings. The findings from this study may also provide context and insights for postsecondary institutions, faculty, student services personnel, and family of students with learning disabilities, as well as the 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.] ED580059 A Phenomenological Study of the Online Education Experiences of College Students with Learning Disabilities ProQuest LLC Ed.D. Dissertation, University of Arkansas 2017-00-00 978-0-3553-2096-1 213 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:10635327 2018 As Provided JAN2020

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No Service Learning Outcomes of Education Mixed Methods Research Nursing Nursing Students Pretests Posttests Moral Development College Students Nursing Education Interviews Martin, John F. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This mixed methods study exploring student outcomes of service learning experiences is inter-disciplinary, near the intersection of higher education research, moral development, and nursing. The specific problem examined in this study is that service learning among university students is utilized by educators, but largely without a full understanding of its effect upon students. The purpose of this mixed-methods study was to explore the change in affective rather than cognitive personal development characteristics pertaining to moral orientation and caring within nursing students following a service learning experience. The study consisted of a mixed methods approach, using a pre-test/post-test design for the quantitative portion of the study and interviews with students after they experience their service learning assignment in nursing within the qualitative part of the study. The research encompassed pre-post survey responses of nursing students from multiple campuses, before and after a clinical nursing service learning experience. In addition to survey responses, the data collected included focused interviews with students following their service learning experiences. The study drew theoretical foundations from two theories in the fields of nursing and moral development. The statistical analysis of survey findings, along with the qualitative analysis of rich and thick data emerging from the student interviews, revealed that when students have clinical experiences in the context of community service or public health, with an opportunity for reflection, they feel a growing sense of competency in nursing and confidence in finding their professional voice. Recommendations were made for sharpening the practice of service learning. More extensive and robust quantitative studies, some requiring funding, are needed to exceed purely isolated case studies and to ascertain outcomes across a more generalized 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.] ED580060 Exploring Service Learning Outcomes in Students: A Mixed Methods Study for Nursing ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-0666-5 202 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:10636802 2018 As Provided JAN2020

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Yes Employment Potential College Freshmen Student Educational Objectives Competition Information Technology Curriculum Design Student Motivation Student Experience Likert Scales Questionnaires Predictor Variables Reputation Supply and Demand Academic Ability Job Skills Student Surveys Foreign Countries Antonio, Amy Tuffley, David Reports - Research Speeches/Meeting Papers Australia English Higher Education Undergraduate students entering university arrive with certain expectations as to how their degree program will equip them to enter the world of work. Students are aware of the competitive nature of the modern day labor market and, as seen in this study, there is a majority belief that their program of choice and the good reputation of the university will give them an advantage in increasingly competitive labor markets. This competition and the relentless trend of automation are placing downward pressure on the numbers of otherwise employable graduates. In this study, we use an established research instrument (Rothwell et al, 2008) to examine the expectations and self-perceptions of undergraduate students, considering dimensions of self-perceived employability in a cohort of 300 Information Technology (IT) students (136 responses) at a multi-campus, metropolitan university. We then contrast these results with the perceptions held by university students across multiple domains and professions. The results indicate that the IT students perceive themselves to be more employable relative to other professions. [For the complete proceedings, see ED579282.] ED579311 Dimensions of Self-Perceived Employability in First Year IT Students International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 23 As Provided JAN2020

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Yes Reflection Telecommunications Handheld Devices Video Technology Lesson Plans Audience Response Systems Feedback (Response) Nakajima, Taira Speeches/Meeting Papers Reports - Descriptive English The author demonstrates a new system useful for class reflection inspired from "lesson study," a process in which teachers jointly plan, observe, analyze, and refine actual classroom lessons called "research lessons". Our new system offers an environment that one can use an iPad to bookmark observers' feedbacks into simultaneously recorded videos in the environment. If one uses video recording and feedback check sheets in class reflection, one can easily use the system, and makes learning more effective and efficient because of the following two main reasons. 1. Participants instantly reflect on his/her performance by watching scenes supplemented with both aggregate and synchronized individual observer's feedback. 2. Observers can give detailed feedback to the performer based on visual evidences and bookmarked feedback information, which make their learning more clear. [For the complete proceedings, see ED579282.] ED579312 A System for Class Reflection Using iPads for Real-Time Bookmarking of Feedbacks into Simultaneously Recorded Videos International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 2 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 2 As Provided JAN2020

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Yes Foreign Countries Intellectual Disability Special Education Educational Games Video Games Daily Living Skills Skill Development Nonverbal Communication Motion Case Studies Outcomes of Treatment Observation Questionnaires Nazirzadeh, Mohammad Javad Çagiltay, Kürsat Karasu, Necdet Reports - Research Speeches/Meeting Papers Turkey (Ankara) International Association for Development of the Information Society (IADIS) English It is understood that, for mentally disabled people, it is hard to generalize skills and concepts from one setting to another. One approach to teach generalization is solving the problems related to their daily lives, which helps them to reinforce some of their behaviors that would occur in the natural environment. The aim of this study is to develop a gesture based game to teach basic life skills to mentally disabled kids by a motion sensing device. To this end, a vacuum cleaning digital video game was designed by using the Unity3D game engine, and Microsoft Kinect, based on spiral development methodology. Tests were conducted in two special education schools with the help of a special education expert. The game prototypes were tested on various spectrum of mentally disabled children, and a final game was designed after several iterations. Results were extracted by observation of the participant's performances. Results have shown that this system positively helps children's basic life skills learning. [For the complete proceedings, see ED579282.] ED579313 Developing a Gesture-Based Game for Mentally Disabled People to Teach Basic Life Skills International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 15 As Provided JAN2020

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Yes Transitional Programs Curriculum Implementation Community Colleges Two Year College Students College Readiness Curriculum Development College Bound Students High School Graduates Curriculum Design Fay, Maggie P. Barnett, Elisabeth A. Chavarín, Octaviano Reports - Research United States Columbia University, Community College Research Center English Two Year Colleges While many states have strengthened their high school graduation requirements over the last decade, too many graduates are still underprepared for college. In response to this problem, states across the country are administering early college readiness assessments that measure 11th grade students' readiness to successfully perform entry-level, credit-bearing postsecondary coursework. In addition, some states are combining these assessments with transition curricula for students who are not college ready. Transition curricula consist of a course, a set of modules, online tutorials, or other educational experiences offered no later than 12th grade to students who are at risk of being placed into remedial mathematics, reading, or writing when they enter college. The availability of transition curricula gives help to students who can enroll in a course or other activity in an attempt to become better prepared and possibly avoid remediation altogether. This brief provides a high-level perspective on the availability of transition curricula across the United States over time. Findings are based on a search of literature and Internet resources to find any references to transition curricula in each of the 50 states and Washington, DC; a survey administered to state agency representatives asking for information on transition curricula, and brief follow-up interviews with officials from selected states to gather more information when necessary. The brief also offers insights into the amount of variation that is found in terms of curricular design and goals, subject-area focus, how students are selected to participate, and whether completion of transition curricula guarantees placement into college-level courses. ED579002 How States Are Implementing Transition Curricula: Results from a National Scan. CCRC Research Brief Community College Research Center, Teachers College, Columbia University 2017-12-00 Bill and Melinda Gates Foundation 8 Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ N/A 2018 9 As Provided JAN2020

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Yes Community Colleges Educational Change Educational Policy College Role Curriculum Credentials Academic Degrees Educational Finance Governance Institutional Mission Access to Education Vocational Education Educational Attainment College Preparation Student Motivation Barriers Academic Advising Developmental Studies Programs Program Evaluation Progress Monitoring Dougherty, Kevin J. Lahr, Hana Morest, Vanessa S. Reports - Evaluative Columbia University, Community College Research Center English Two Year Colleges Enrolling more than 6 million students each fall, community colleges carry out a crucial function in higher education by providing access to college, including baccalaureate opportunities, occupational education, remedial education, and other educational services. At the same time, community colleges face great challenges that have elicited calls for major reforms. This paper begins by discussing the social roles and organization of community colleges in the United States, their main social contributions, and the challenges they face. It then describes and evaluates the sweeping policy proposals that have been made to address these challenges. ED579007 Reforming the American Community College: Promising Changes and Their Challenges. CCRC Working Paper No. 98 Community College Research Center, Teachers College, Columbia University 2017-11-00 36 Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ N/A 2018 95 As Provided JAN2020

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No College Faculty Part Time Faculty Adjunct Faculty Community Colleges Communities of Practice Case Studies Hypothesis Testing Teacher Attitudes Satisfaction Learner Engagement Program Effectiveness Data Analysis Paterson, John W. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Community colleges have a greater portion of students at-risk for college completion than four-year schools and faculty at these institutions are overwhelmingly and increasingly part-time. Learning communities have been identified as a high-impact practice with numerous benefits documented for community college instructors and students: a primary one being increased student engagement which is linked to persistence in college. The learning community strategy, however, requires institutional commitment to implement and part-time community college faculty are often insufficiently integrated into student success initiatives. This exploratory multiple case study examined the phenomenon of adjunct faculty teaching in learning communities at community colleges for the purpose of identifying areas of further study and to develop or strengthen hypotheses. The issue was considered in the context of institutional environment and history, instructor education and background, instructor recruitment and selection, and pre-service training and orientation. Instructor satisfaction, their perceived effectiveness of the learning community strategy and reflections on student engagement provided the construct of program success. Research was conducted at three diverse community colleges located on eastern seaboard of the United States through an analysis of data collected in qualitative interviews with part-time instructors and administrators, a review of the literature and an examination of institutional data. The findings suggest community colleges with a history of learning communities, and seasoned administrators, may have success implementing the strategy with minimal effort when utilizing traditionally prepared adjunct faculty in the social and behavioral sciences. Areas for future research identified include: identifying characteristics of adjunct faculty correlated to, or predictive of, program success: a study of pre-service training for adjunct faculty teaching in learning communities to improve program success without being burdensome or costly; and an exploration of the issue from the student perspective. This information will benefit community college leaders, administrators, students and adjunct faculty involved with learning 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.] ED579830 Part-Time Community College Instructors Teaching in Learning Communities: An Exploratory Multiple Case Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-5378-5 152 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:10619498 2018 As Provided JAN2020

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No Principals Self Efficacy Special Education Inclusion Statistical Analysis Correlation Public Schools Special Needs Students Multiple Regression Analysis Instructional Leadership Hong, Julie Dissertations/Theses - Doctoral Dissertations California (San Diego) EISSN- English Problem. As inclusion becomes more of a mainstay in our educational system, educational leaders from all levels seek methods of training and retaining administrators to create successful outcomes for students in an inclusive environment. Purpose. The purpose of this quantitative correlational study was to examine the impact of principals' leadership self-efficacy on their attitude about special education inclusion, after controlling for (a) years of experience as a principal, (b) formal administration special education training, (c) extent of inclusion training, and (d) satisfaction level working with students with disabilities, within construct of social cognitive theory's triadic reciprocal causation model, in the San Diego County public schools as measured by the Principal and Inclusion Survey (PIS; Praisner, 2003) and the Principal Sense of Efficacy Scale (PSES; Tschannen-Moran & Gareis, 2004). This study also focused on understanding whether there was a significant difference in perception between elementary school (K--5/6) and middle/high school (6/7-12) principals' sense of self-efficacy and attitudes toward inclusion of students with disabilities. Methodology. This was a nonexperimental quantitative correlational study utilizing a multiple regression analysis to test the impact of principal leadership self-efficacy and attitude measures. Further, a t-test correlational analysis was performed to determine whether there is a significant difference in perception between elementary school (K-5/6) and middle/high school (6/7-12) principals' sense of self-efficacy and attitudes toward inclusionary of students with disabilities. PIS (Praisner, 2003) and PSES (Tschannen-Moran & Gareis, 2004), were administered via an online survey to school administrators in the San Diego County region to collect data about principals' demographic information, training and experience, attitude toward inclusion of students with special needs, and principal self-efficacy. Findings. The study revealed leadership self-efficacy did not statistically impact attitude about inclusion. Further, there was no significant difference in elementary and middle/high school principals' perception of leadership self-efficacy and their attitude about inclusion. Conclusions. Analysis of the independent variables revealed positive trends attributing to a positive attitude about inclusion. Principals predominantly described positive attitude about inclusion as well as high levels of leadership self-efficacy. Leaders with strong leadership self-efficacy require positive experiences working with students with disabilities. Heightening positive experience working with students with disabilities, and infusing special education training are recommended. Recommendations. District leaders should work collaboratively with principals when implementing special education programs by incorporating SCT based practices to increase positive interactions with students with disabilities to achieve 21st-century learning outcomes for all students in an inclusive 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.] ED579831 Impact of School Principals' Leadership Self-Efficacy on Their Attitude about Special Education Inclusion ProQuest LLC Ed.D. Dissertation, University of La Verne 2017-00-00 978-0-3552-4522-6 211 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:10619553 2018 As Provided JAN2020

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No Feedback (Response) Computer Mediated Communication Computer Uses in Education Instructional Innovation Student Needs Student Attitudes Instructional Design Interviews Student Surveys Student Experience Asynchronous Communication Mixed Methods Research Distance Education Context Effect Barriers Technology Integration Peer Evaluation Kim, Cathleen K. H. Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation is comprised of three linked studies investigating integrating online feedback practices into traditional classrooms. It focuses on one innovative practice, that of online peer-to-peer feedback, and highlights aspects of the process of developing this practice in each article. Each article relies on separate but connected analyses and draws on separate literature bases and developing conceptual frames. The first article investigated student needs and perceptions of an online community developed for the purpose of exchanging peer feedback on their scientific explanations. It considered teacher instructional decisions and design choices of existing online tools as teachers sought to bridge from traditional pedagogy into supporting student interactions online. Drawing upon analyses of interviews and surveys, students reports about their experiences suggested conditions for online feedback that were largely inconsistent with both related literature in higher education and with what teachers had expected their students would need with regards to the online community. The second article examined the quality of student online asynchronous talk as well as the skills and processes needed to effectively contribute to feedback discussions online as they worked through an engineering design process. Applying an explanatory mixed methods design, findings suggested a possible mismatch between the emphasis on teaching students how to give feedback and what actually sustains conversation to support reflective thinking. The third article investigated how teachers implemented the innovations aimed at enabling geographically separated students to give and receive feedback online. Four master teachers identified contextual factors and events that supported or hindered their ability to bring the new tool of online peer feedback into their classrooms: their "implementation pathways". While online peer feedback technology integration helped focus teacher thinking, this article involved teacher reflection on the process of implementing innovative ideas more broadly. Findings demonstrate how important context is in providing the space for innovative 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.] ED579832 Making Space for Innovative Practice Supporting Teaching and Learning through Integrating Online Peer-to-Peer Feedback between Geographically Separated Students ProQuest LLC Ph.D. Dissertation, University of Washington 2017-00-00 978-0-3553-5608-3 178 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:10621765 2018 As Provided JAN2020

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No Relaxation Training Stress Management Elementary School Teachers Mixed Methods Research Questionnaires Pretests Posttests Outcomes of Treatment Hester, Nichole North Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Teachers report five identified groupings of work related stressors cause their jobs to be stressful. Teacher stress has negative effects on teachers personally, professionally, and on the students they teach. Research has shown participation in yoga classes may reduce the negative effects of stress in many populations. This mixed methods study examined the effect of participation in yoga classes on the perceived stress of elementary school teachers. Ten elementary school teachers participated in weekly yoga classes; teachers completed a questionnaire prior to taking part in the yoga and again at the end of the 10-class yoga session. Eight of the yoga participants were interviewed following the yoga classes. Quantitative findings showed among participants, there were consistent decreases in perceived stress; however, not all of the decreases were statistically significant. Results from analyzing the interviews showed that, without exception, teachers found participating in the yoga classes improved their lives physically, mentally, or emotionally. These results indicate that there may be benefits to participating in (or providing) a workplace-based yoga class to help reduce teacher stress. Based on these findings, district administrators should consider providing no cost yoga classes to teachers whom they employ, as well as providing information to teachers regarding the benefits of yoga as a stress management tool. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579833 Yoga and Teacher Stress: An Examination of a Workplace-Based Yoga Practice on the Perceived Stress of Elementary School Teachers ProQuest LLC Ed.D. Dissertation, Edgewood College 2017-00-00 978-0-3554-3598-6 117 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:10621803 2018 As Provided JAN2020

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No Universities Social Status International Education Foreign Countries Higher Education Educational Policy Educational Change Semi Structured Interviews College Faculty Reputation Selective Admission Institutional Characteristics Study Abroad Student Recruitment Foreign Students Educational Trends Institutional Mission Qualitative Research Comparative Education Case Studies Mass Instruction Friedman, Jonathan Z. Dissertations/Theses - Doctoral Dissertations United Kingdom United States EISSN- English Higher Education The past two decades have seen the idea of internationalization move into the mainstream of higher education policy and practice, on a global scale. In countries like the US and UK however, higher education is widely perceived as a hierarchical field, where high- and low-status universities are differentiated from one another: serving different kinds of students, offering different kinds of degrees, and funneling students into different tiers of the labor market. Hence, this study examines internationalization through the lens of this differentiation, adopting a field perspective to query how social status and organizational standing have shaped this wave of change. The study is based primarily on 75 semi-structured interviews with university personnel from eight organizational cases: four high-status, selective "elite" universities, and four low-status, unselective, "broad-access" universities, which were drawn equally from the US and UK. Across these cases, the study finds variation in internationalization to be patterned transnationally between universities in different social positions. Two "new elite" universities, unburdened by a long-term legacy of prestige, have responded boldly to the internationalization imperative, enacting changes in areas like study abroad, international student recruitment, and global branding. In contrast, two universities with a longer legacy of prestige have been reluctant to engage in internationalization, changing more selectively. Despite having some passionate advocates for these changes meanwhile, four broad-access universities have faced numerous constraints to fully mimicking these organizational trends, not least of which is the view by some of their personnel that internationalization is ancillary to their core missions. Building off scholarship in the fields of cultural and organizational sociology, this study contributes new understanding of the mediating power of social status as active in the mindsets of university personnel, and as an organizing logic in higher education both within and between universities, as well as both domestically and globally. Throughout, the study highlights the value of systematic qualitative research and of comparative, contextual case studies, and foregrounds analysis of the structural nature of mass higher education. Although it has perhaps been unintentional, the study contends that internationalization has become a form of social distinction for universities and their students alike. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579834 Global Distinction: Social Status, Organizational Change and the Internationalization of American and British Universities ProQuest LLC Psy.D. Dissertation, New York University 2017-00-00 978-0-3553-4909-2 418 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10622374 2018 As Provided JAN2020

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No Nouns Morphology (Languages) Semitic Languages Syntax Diagnostic Tests Accuracy Brain Hemisphere Functions Morphemes Grammar Semantics Language Processing Responses Sentences Language Planning Language Variation Melebari, Alaa Dissertations/Theses - Doctoral Dissertations EISSN- English The topic of this dissertation concerns the ways that (IN)ANIMACY distinctions interact with various sub-systems of the human language faculty, in particular, morpho-syntax. In Modern Standard Arabic (MSA), morpho-syntax and ANIMACY can be pit against each other directly on the same set of target words, allowing a close inspection of the time-course of the availability of different information in the integration of words into phrasal level structure. Although animate and inanimate singular nouns and plural animate nouns require matching GENDER and NUMBER agreement (e.g., on demonstratives, adjectives, finite verbs ... etc.), plural inanimate nouns trigger feminine singular agreement. This state of affairs presents the language comprehension mechanism with a conflict in which the ANIMACY properties of specific nouns render grammatical what would otherwise be a morpho-syntactic violation. Findings from two experiments (a web experiment and an ERP experiment) show that whereas singulars and animate plurals demonstrate uniform response accuracy and short latencies and replicate previous ERP findings (a LAN) from similar paradigms [Barber & Carreiras, 2003, 2005; Gunter et al., 2000)], our inanimate plurals (mismatch cases), show longer latency effects and a striking polarity reversal of a LAN-type response for the CORRECT but morpho-syntactically mismatched cases. To that end, I argue that during the early stages of parsing and sentence processing, morpho-syntax and conceptual/ lexical-semantic features are both available but completely independent and the locus of the interaction between morpho-syntactic and lexico-semantic features is post-lexical in the integration stage [in the sense of Friederici (2002)], where override processes are evoked and result in consequently licensing the mismatch cases and rendering them grammatical. If we understand ANIMACY as a conceptual semantic feature, this could be viewed as consistent with the "syntax first" accounts (Marslen-Wilson & Tyler, 1980; Frazier, 1987; Friederici, 1995, 2002; De Vincenzi, Job, Di Matteo, Angrilli, Penolazzi, Ciccarelli & Vespignani, 2003) in which syntax and conceptual semantics are argued to initially act independently; but also incorporates some aspects of the "interactive" accounts (MacDonald, Pearlmutter & Seidenberg, 1994) in arguing that both systems are available immediately. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579835 The Interaction of Animacy and Morphosyntax in Arabic ProQuest LLC Ph.D. Dissertation, State University of New York at Stony Brook 2017-00-00 978-0-3552-3753-5 237 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:10622683 2018 As Provided JAN2020

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No Nursing Education Nursing Students Student Satisfaction Emotional Intelligence Clinical Teaching (Health Professions) College Faculty Correlation Statistical Analysis Age Differences Teaching Experience Academic Persistence Rudolph, Michelle M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The education of student nurses is a complex endeavor involving the components of theory, skills, and clinical experiences during which the clinical instructor serves as a role model for socialization into the profession. Emotional intelligence, a skill that supports interpersonal relationships, enables the nursing clinical instructor to identify, monitor, interpret, and respond to individuals and situations. The problem that was addressed was the projected nursing shortage of 260,000 nurses by 2025 and attrition rates for nursing programs as high as 47-50%. Emotional intelligence can assist the clinical instructor in fulfilling role responsibilities resulting in students who are more satisfied with their clinical experiences and persist in the program. Based on emotional intelligence theories, the purpose of the study was to identify the correlation between a nursing clinical instructor's emotional intelligence and student satisfaction with the clinical instructor. Through a quantitative research study, nursing students completed the Nursing Clinical Teacher Effectiveness Inventory. Clinical instructors completed the Emotional Quotient Inventory (EQ-i 2.0). The goal of the study was to determine whether a correlation exists between the clinical instructor's emotional intelligence with student satisfaction levels based on the Nursing Clinical Teacher Effectiveness Inventory in order to advance a strategy for increasing student satisfaction and persistence. Research questions examined variables of age and years of teaching related to student satisfaction and instructor's emotional intelligence. Utilizing SPSS, a moderately low and positive correlation was found between instructors' Emotional Quotient Inventory (EQ-i 2.0) scores on four of the scales and corresponding student satisfaction ratings on the Nursing Clinical Teacher Effectiveness Inventory. EQ-i 2.0 scales of Self-Perception, Self-Expression, Interpersonal, and Decision Making correlation coefficients were not statistically significant. However, the correlation between instructor EQ-i 2.0 Stress ii Management scale and student satisfaction rating was quite strong at .75(r). There was no statistically significant relationship between a clinical instructor's emotional intelligence score, student satisfaction, and years of teaching or instructor age. A small study sample was a limitation of the study. Future research with a larger sample size could build on these findings to support emotional intelligence as a strategy to increase student satisfaction and persistence in nursing 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.] ED579836 A Correlational Quantitative Study on the Relationship of a Clinical Instructor's Emotional Intelligence to the Degree of Student Satisfaction with the Clinical Instructor ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-6260-2 128 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:10622994 2018 As Provided JAN2020

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No Critical Theory Service Learning Teaching Methods Qualitative Research College Faculty Teacher Attitudes Epistemology Interviews Poetry Tenure English Equal Education Social Justice Peer Relationship Cooperative Learning Power Structure Personal Narratives Graduate Study Ferrel, Thomas Robert Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This project examines the worth, experience, and process of post-secondary faculty service work. Service represents a third of the trifurcated, traditional understanding of a professor's work; however, universities and faculty frequently value service less than teaching and research. After examining commonly held attitudes towards service and exploring the importance of service work to a university's success and a faculty member's professional and personal fulfillment, this project places pedagogy in conversation with service to argue that--just as teaching and research necessitate training and thoughtful methodological approaches--service requires philosophical foundations and principled practices to guide faculty in conducting and assessing service. This project combines a qualitative research approach, narrative inquiry, with a philosophical approach to theorize what a pedagogy of service might entail. This project works from critical pedagogy for the classroom to begin constructing epistemological understandings of a critical pedagogy of service. After defining narrative inquiry and explicating how it functions as a methodology for a critical pedagogy of service, interview excerpts presented in narrative and poem form are utilized to contrast negative, life-alienating and positive, life-affirming service experiences to reveal the potential of service and begin identifying elements of a critical pedagogy of service. Four tenured English professors with documented records of equity and social justice work were interviewed, and substantial transcript excerpts are included in this project so that readers may participate in the analysis provided and also add to the analysis and theorizing by dialoguing about the transcripts with peers. As with critical pedagogy for the classroom, dialogue, collaborative learning, and institutional change within the context of social justice and equity are driving forces in developing a critical pedagogy of service. This project identifies inquiry based on dialogue and solidarity as the foundation of a critical pedagogy of service. Next, power dynamics within service are explored through the four interviewees' narratives. Particular attention is paid to oppressive power dynamics and faculty service that uses power with and for colleagues in life-affirming ways. This project concludes by identifying graduate education as a potential beginning site for changing the culture and rhetoric of faculty service 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.] ED579837 Possibility and Process in Post-Secondary Service Work: Constructing a Critical Pedagogy of Service ProQuest LLC Ph.D. Dissertation, University of Missouri - Kansas City 2017-00-00 978-0-3552-4295-9 354 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10619642 2018 As Provided JAN2020

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Yes School Counseling Student Attitudes Inclusion Competence Undergraduate Students Foreign Countries Questionnaires Statistical Analysis Instructional Program Divisions Gender Differences Guidance Mental Health Special Education Counseling Techniques Counselor Role Comparative Analysis Efilti, Erkan Arslan, Coskun Journal Articles Reports - Research Turkey ISSN-2278-0998 English Higher Education The purpose of the present research is investigating psychological counseling and guidance department students' perceptions of their inclusive education related competence. The work group of the present research consists of 1st, 2nd, 3rd and 4th year undergraduate students, who studied at Konya Necmettin Erbakan University Ahmet Kelesoglu Faculty of Education in 2013-2014 academic years. The participants were 152 (92 female and 60 male) who participated in the research voluntarily. The mean age of the participants was 19.51 years (between 18-22 years old) with a standard deviation of 1.61 years. Data were collected via Information Form developed by the researchers and Inclusive Education Questionnaire developed by Aksüt, Battal and Yaldiz (2005). Collected data were analyzed on SPSS 17.0 software. Descriptive analyses, t-test, ANOVA test,and Tukey test were utilized for data analysis. Inclusive Education Questionnaire consists of 4 subdimensions. There are significant differences across class grades and genders in terms of psychological counseling and guidance department students' competence of recognizing individuals who need special education in inclusive education, and competence of implementing methods and techniques used in inclusive education. There aren't significant differences across genders in terms of psychological counselling and guidance department students' knowing and implementing competence of inclusive education principles while there are significant differences across grades. There aren't significant differences across genders in terms of assessment and evaluation competence, while there are significant differences across grades.There are no significant differences across genders in terms of general competence, while there are significant differences across grades. ED579008 An Investigation of Psychological Counselling and Guidance Department Students' Perceptions of Inclusive Education Related Competence Online Submission British Journal of Education, Society & Behavioural Science v20 n2 p1-8 Apr 2017 2017-04-00 8 T 2018 20 As Provided JAN2020

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No Public Policy Immigrants Undocumented Immigrants College Students Geographic Regions Mexican Americans Online Surveys Student Diversity Educational Environment Academic Persistence Paying for College Costs Anxiety Graduation Correlation Student Attitudes Barriers Dominguez, Marguerite Nicole Dissertations/Theses - Doctoral Dissertations California Texas Arizona New Mexico EISSN- English Higher Education This was a correlational study of 30 Deferred Action for Childhood Arrivals-Mexico origin (D-MO) students at 2- and 4-year higher education institutions in the 4-state United States-Mexican Borderlands region (California, Arizona, Texas, and New Mexico). The study used an online survey to gain a better understanding of the relationship of four variables (a) Deferred Action for Childhood Arrivals (DACA) Status, (b) sense of belonging, (c) college climate for diversity, and (d) college financial expense anxiety to the DACA student's intent to persist to degree completion. The study's conclusions demonstrated that the D-MO student's sense of belonging about feeling valued at the institution and college financial expense anxiety were both positively correlated to their intent to persist. Also, the study provided insight into additional significantly positive correlations between the D-MO student's perception of how their immigration status was respected on campus and various other elements of the variables. The results of this study demonstrated the importance of recognizing that D-MO students are persisting through college despite many real and perceived barriers that exist. Having a better understanding of what this vulnerable student population is feeling and thinking may help university staff better understand variables influencing D-MO students' intent to persist and encourage enhanced student experiences that may increase persistence to degree completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579010 Persistence of DACA-Mexico Origin College Students in the United States-Mexican Borderlands: A Correlational Study ProQuest LLC PHD/HEA Dissertation, University of Phoenix 2017-00-00 978-0-3552-0362-2 177 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:10620969 2018 As Provided JAN2020

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No Case Studies College Graduates Masters Degrees Coping Occupational Aspiration Individual Development Fine Arts Qualitative Research Personal Narratives Elementary Secondary Education Learning Disabilities Language Impairments Crawford, Betsy Lou Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this case study was to explore how two people with language-based learning disabilities, who have graduated from Masters of Fine Arts Master's (MFA) programs describe their coping mechanisms, career aspirations, and identity development as a result of being involved in the creative arts. This qualitative study was conducted with purposeful and criterion-based sampling. The participants must have graduated from an MFA program with a focus on a studio art and have a language-based learning disability. Arts-based narrative inquiry research was used to explore the manner in which each participant negotiated their path through multiple educational settings from K-12 to a terminal master's degree. The participants' narratives were articulated using a Bildungsroman format to share their coming of age story as their identities developed. Findings indicate the participants with language-based learning disabilities used multiple coping mechanisms to negotiate their path through the education settings they encountered as they grew into adults and completed terminal MFA degrees. They relied on extra time, isolation, help from others, and their creativity in an attempt to hide their language-based learning disabilities. The study raised implications about the amount of support students with learning disabilities have at each level of education. It also raised questions about what help students with disabilities need for long term success as they transition from one level of education to the next, this includes mental health 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.] ED579838 Lights Up When Plugged In, the Superpower of Disability: An Arts-Based Narrative ProQuest LLC Ed.D. Dissertation, Kansas State University 2017-00-00 978-0-3552-8616-8 317 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10619664 2018 As Provided JAN2020

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No College Readiness Cultural Capital Economic Factors Social Capital Access to Education Transitional Programs High School Students College Bound Students Mixed Methods Research Case Studies Interdisciplinary Approach Definitions Program Implementation Gray-Nicolas, Nakia Marissa Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools In the United States, the majority of high school graduates are not academically prepared for the rigor of postsecondary education or equipped with the skills necessary to enter the workforce (American College Test [ACT], 2012; Barnes & Slate, 2010; Conley, 2007a, 2007b). Often blamed for this lack preparation are inconsistent linkages between high schools and higher education institutions, inadequate academic preparation, lack of rigorous course work, and an absence of proper guidance and support. The changing role and additional responsibilities of high school counselors and the emergence of pre-college transition programs were intended to create systems designed to promote a seamless transition between high school and college and promote college readiness capital (Allen, 2010; Boswell, 2000; Boswell, 2001; Schneider, 2009). Utilizing an embedded mixed methods approach, this multi-case study aimed to situate and contextualize college readiness as it relates to cultural, social, and economic capital, and access to pre-college transition programs by exploring the within-school context of a small high school, a transfer high school, and a large high school. The study findings demonstrate that students tended to utilize pre-college transition programs that were embedded in the school curricula because external programming information was passively or poorly disseminated. Interdisciplinary teams and increased college ready coursework, as college readiness factors of capital, increased students preparedness for post-secondary education. This study highlights the importance of examining the within-school context in defining college readiness and establishing college preparation programming. The study also highlights the significance of definitions and implementation of college readiness as representatives of capital for marginalized high school populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579839 Whose College Readiness Is It Anyway? College Readiness, Cultural, Economic and Social Capital, and Access to Pre-College Transition Programs ProQuest LLC Ed.D. Dissertation, New York University 2017-00-00 978-0-3553-4912-2 264 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:10622759 2018 As Provided JAN2020

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No Racial Attitudes Females African American Students Mathematics Education Neoliberalism Secondary School Students Qualitative Research Student Experience Equal Education Social Theories Critical Theory Race Personal Narratives Advanced Placement Teaching Methods Interviews Observation Statistics Racial Bias Academic Ability Nazemi, Mahtab Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education There is a growing body of scholarship in mathematics education that has attended to the salience of race in mathematics teaching and learning. However, in the context of secondary classrooms with equity-oriented instruction, we know little about race and processes of racialization, and even less from the perspectives of students of color and in their own words about their identities and experiences. The purpose of this qualitative study was to better understand the ways in which the mathematical experiences of female students of color are racialized and shaped by neoliberalism, even in the context of a classroom that reflected equity-oriented instruction and was organized to support students' academic identities and mathematics learning. I drew on sociocultural theory of learning and critical race theory to center and privilege the racialized narratives of six female students of color who were enrolled in an AP Statistics classroom and characterized by high-quality implementation of Complex Instruction. Focal qualitative data included interviews with focal students, an interview with the teacher, and six months of classroom observations. Findings indicate that within the focal classroom, like other Complex Instruction classrooms, students' academic identities and learning opportunities appeared to be supported. However, I found that even with high-quality implementation of Complex Instruction by a race conscious teacher, this AP statistics classroom continued to be a site in which racialized discourse persisted regarding how students are positioned as doers of mathematics in relation to how they racially identify or are identified by others. At the same time, focal students' discourses regarding mathematics teaching and learning often supported, but at times proved to be resisting, prevailing race-neutral and meritocratic ideologies. More generally, whether they followed or resisted dominant discourses, students' narratives were always racialized and were often meritocratic. The study confirms the findings of other scholars that mathematics learning contexts are racialized spaces and race matters in how teachers and students relate to one another, to how teachers teach mathematics and to how students learn. In addition, this study highlights the importance of attending to the impact of neoliberalism on mathematics teaching and learning in relation to race. Implications include that teachers, whether or not they are purveyors of Complex Instruction, and more broadly equity-driving teaching initiatives, must take into consideration not only that their students are subject to, but also that their classrooms are not immune to, processes of racialization and the larger neoliberal context in which they are situated. This means that teacher educators and professional development leaders need to support teachers to inquire into the salience of race, racism and neoliberalism for mathematics teaching and learning, and to engage with students in conversations around race and racism, including about assumptions regarding ability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579840 Racialized Narratives of Female Students of Color: Learning Mathematics in a Neoliberal Context ProQuest LLC Ph.D. Dissertation, University of Washington 2017-00-00 978-0-3553-5670-0 191 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:10622822 2018 As Provided JAN2020

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No Elementary School Teachers Faculty Development Developing Nations Case Studies Program Development Teacher Attitudes Educational Practices Best Practices Literacy Education Teacher Surveys Public School Teachers Classroom Observation Techniques Flow Charts Critical Theory Constructivism (Learning) Models Regan, Tiffany Arnett Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this descriptive case study was to identify teacher strengths and needs to create a site-specific professional development program for literacy. I was interested in studying how to identify teacher needs and strengths and explore the compatibility between teacher beliefs, current practice, and best practices in literacy. This study was guided by the following research questions: (Q1) In a developing country, what process is the best fit for creating and implementing a professional development program based on an asset-driven model and self-selected literacy content?; and (Q2) How is a balance attained among current practice, self-selected content, and known best practices in literacy instruction? This study was conducted over a two-month period in two schools, but the entire data collection period spanned nine months. Data from teacher surveys were collected from teachers at two different public-schools. Participants were six 1st-3rd grade teachers from two different elementary schools in the same district. Data sources included observational field notes, research journal notes, teacher surveys, digital correspondence, photographs, and interviews. Results for question one indicated that four themes emerged from the data: (a) addressing the three ecologies of knowing is crucial, (b) the revised process flowchart is an effective tool, (c) flexibility is necessary for this context, and (d) effective communication is vital and challenging. Results for the second question indicated that the process for achieving a balance among current practices and beliefs, identifying self-selected content, and incorporating both with known best practices was effective. Moreover, attempts to implement new strategies may be affected more by a lack of material resources than by teacher beliefs or current practices. The results of this study point to implications for professional development. I created an adapted version of a professional development model that incorporates components that address critical theory and social constructivist perspectives. Also, the process flowchart may be useful as a template for educators in creating and implementing a professional development program that is based on an asset-driven 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.] ED579841 Creating and Implementing Professional Development with Self-Selected Literacy Content for Teachers in a Developing Country ProQuest LLC Ed.D. Dissertation, University of Northern Colorado 2017-00-00 978-0-3554-5776-6 253 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10619706 2018 As Provided JAN2020

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No Positive Behavior Supports Discipline Referral Elementary School Students Grade 5 Comparative Analysis Learning Disabilities Emotional Disturbances Differences Statistical Analysis Smith, Maria R. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Study purpose includes the collection, examination, and comparison of school district office discipline referral data records for fifth grade students with learning and emotional disabilities for a five-year school year timeframe from 2008-2013 for one school district with PBIS implementation starting with the 2008-2009 academic year. A research gap regarding analysis of disaggregated data for sub-groups such as students with learning and emotional disabilities merits further study in order to determine the impact of school-wide positive behavioral intervention supports for student with special needs. Research questions guiding this study were: (R1) Is there a significant difference in the number of office discipline referrals of fifth grade students with learning and emotional disabilities for the five academic school years since the initial implementation of PBIS in the school year beginning fall 2008?; (R2) Is there a significant difference in the number of office discipline referrals of fifth grade students between students with learning disabilities and students with emotional disabilities for the five academic school years after initiation of PBIS from the fall 2008 through the spring of 2013?; and (R3) Is there a significant interaction effect between school year and type of disability on the number of discipline referrals of fifth grade students with learning and emotional disabilities since the implementation of PBIS? Quantitative data collected from office referral data provided information, evaluation and assessment of the implementation and use of PBIS in those district schools and was used to analyze any trends or changes in office referrals since program implementation. The sample for this study included only fifth-graders with emotional and learning disabilities from schools with implementation of PBIS for five academic school years, from fall 2008 to spring 2013. Data suggests a significant difference in office discipline referrals for students with learning and emotional disabilities during the five academic years. In addition, the data suggests there is a significant difference between the number of office discipline referrals for students with learning disabilities at 40% versus students with emotional disabilities at 68%. The culmination of data collection and analysis demonstrates the null hypotheses were rejected for all three research questions posed for 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.] ED579842 The Impact of School-Wide Positive Behavior Intervention Supports on Elementary Office Discipline Referrals for Students with Disabilities ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3552-9821-5 114 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:10619746 2018 As Provided JAN2020

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No Academic Achievement Adults Academic Failure Withdrawal (Education) Graduate Study Qualitative Research Learning Strategies Student Experience Personal Narratives Success Jama, Sam Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study explored the experiences of 10 adults who had experienced academic challenges during their studies, yet were able to return to academic studies and complete one or more graduate degrees. The participants were separated into two groups. "Group A" participants experienced academic failure and were asked to withdraw from their academic programs. "Group B" participants experienced significant academic challenges, but not to the point of being asked to withdraw from their academic programs. Members of both groups returned to studies, and completed at least one degree. The qualitative study applied narrative inquiry to gather the in-depth stories of the participants. The findings indicated that to succeed, all participants underwent either an internalization or transformation process that compelled them to commit to and succeed academically. The key difference between the two groups is that "Group A" members experienced unique, transformative experiences when asked to withdraw from their respective academic programs. All participants adopted study strategies to help them succeed. These strategies included the adoption of mastery and/or performance-based approaches to improve their academic 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.] ED579843 Understanding the Phenomenon of Overcoming Academic Challenges and Failure to Achieve Academic Goals ProQuest LLC Ph.D. Dissertation, Fielding Graduate University 2017-00-00 978-0-3552-2218-0 125 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:10622905 2018 As Provided JAN2020

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No English Language Learners Second Language Instruction English (Second Language) Elementary School Teachers Case Studies Qualitative Research Focus Groups Semi Structured Interviews Content Analysis Teacher Attitudes Self Efficacy Second Language Learning Schulz, Yoshiko Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Under the No Child Left Behind's educational accountability requirements, the U.S.'s mainstream classroom teachers were responsible for all students' academic language and content knowledge development regardless of students' academic or linguistic backgrounds. A lack of teachers' language awareness appeared to be responsible for teachers' inability to identify complex linguistic features and vocabulary concept that required explicit academic language instruction embedded in grade-level academic content contexts for English language learner students in mainstream academic content classrooms. This qualitative single-case study of seven kindergarten-grade through fourth-grade mainstream classroom teachers in a public school district in the Northwest region of the U.S. explored their perceptions of language teaching for English language learner students in grade-level academic content class contexts using focus groups and semi-structured interviews. Content analysis was used for textual analysis to identify the main themes underlying the phenomenon. Open-coding process was conducted using the priori codes that were derived from the second language acquisition literature, learning theories, and environmental theory and added emerging codes for the subsequent analyses to reach the theoretical saturation. Findings upon the triangulation of two data sources indicated that converging themes included teacher self-efficacy for ELL students and affective factors for second language acquisition. Inconsistent but significant themes included teacher language awareness, belief and attitude towards language teaching, and second language acquisition process and progress. The researcher concluded that teacher's engagement with language was necessary for teachers to develop their language awareness so they could identify the appropriate language for teaching for their ELL students. Further, teachers' perceptions of language teaching were always transforming through their interactions with their ELL students. Through their language teaching experience, teachers learned that the second language acquisition was unique to individual ELL students who came with different backgrounds. Finally, the researcher recommended future studies of a similar topic with different samples in different settings might reveal some commonality in teachers' perception of language teaching as well as some unique characteristics affected by specific teacher population and instructional 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.] ED579844 Teachers' Perceptions of Language Teaching for English Language Learners ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-5133-0 188 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:10622311 2018 As Provided JAN2020

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No Elementary School Teachers Experienced Teachers Decision Making Teacher Surveys Interviews Questionnaires Influences Teaching Conditions Career Development Teacher Student Relationship Teacher Administrator Relationship Interprofessional Relationship Nolan, Elizabeth A. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this study was to explore elementary second-stage teachers' (4-10 years experience) career decisions and the teaching and working conditions associated with those decisions. Retaining teachers is of extreme importance to public schools because chronic turnover is financially, organizationally, and instructionally costly. The study was conducted in two phases: (1) the collection and analysis of quantitative Teaching Empowering Leading and Learning Massachusetts (TELL Mass) (2014) survey data and (2) the collection and analysis of qualitative findings from interviews and a confidential questionnaire to obtain background and demographic information. Descriptive statistics were used to analyze the survey results. A thematic analysis (Braun & Clarke, 2006) of the interview transcripts was conducted to identify themes. Both "school leadership" and "instructional practices and support" proved to be important to survey respondents. However, the responses to the survey did not show that elementary second-stage teachers had markedly different immediate professional plans than their novice and veteran counterparts. Further, according to the survey data, there were no significant differences in the teaching and working conditions that affect the immediate professional plans of novices, second-stage, and veteran teachers. The elementary second-stage teachers interviewed identified the importance of the social aspects of teaching--students, colleagues, and school and district leaders--over any other teaching or working condition, when making career decisions. Even in challenging environments teachers noted how leaders and colleagues can impact decisions positively. These results, while not generalizable, can inform administrators, schools, and districts seeking to decrease elementary second-stage teachers departure from the classroom. Implications for practice and policy and 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.] ED579845 Elementary Second-Stage Teachers: Exploring Career Decisions and the Conditions That Influence Those Decisions ProQuest LLC Ed.D. Dissertation, Boston University 2017-00-00 978-0-3554-3756-0 126 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:10619905 2018 As Provided JAN2020

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No Case Studies Employee Attitudes Motivation Leadership Styles Higher Education Qualitative Research Program Effectiveness Private Colleges Interviews Observation Garti, Richard Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Distributed leadership for learning and teaching is an approach in which collaborative working is undertaken between individuals who trust and respect each other's contribution. During the past 10 years, the idea of distributed leadership has emerged through the theory and practice within organizations. The specific problem this study addressed is lack of employee engagement at higher education based institutions. Effective strategies to increase employee engagement within the workplace are needed in higher education. The purpose of this qualitative case study was to evaluate the effectiveness of using a distributed leadership approach to increase the engagement of employees at private higher education institutions across the country. The theoretical framework was aimed to understand the effectiveness of a distributed leadership approach to increase the engagement of employees. A case study approach was used in this qualitative study to allow for an increased understanding of distributed leadership constructs through the perceptions of academic leaders. The interviews and observations that took place helped identify of each of the participant's style of leadership and perception of distributed leadership. The interviews also further educated the academic leaders how to apply the distributed style of leadership to their daily activities and work. The academic leaders used in this study have provided a narrative that promotes much of what is needed for distributed leadership practice. Results provide a starting point for academic leaders to begin the steps needed to improve effective employee engagement through distributed leadership constructs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579846 A Case Study of Employee Engagement: Distributed Leadership Constructs within Higher Education ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3552-4752-7 120 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:10620348 2018 As Provided JAN2020

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No Engineering Engineering Education Design STEM Education Qualitative Research Case Studies Kindergarten Grade 3 Elementary School Students Learner Engagement Integrated Curriculum McFarland Kendall, Amber Leigh Dissertations/Theses - Doctoral Dissertations EISSN- English Kindergarten K-12 standards and curricula are beginning to include engineering design as a key practice within Science Technology Engineering and Mathematics (STEM) education. However, there is little research on how the youngest students engage in engineering design within the elementary classroom. This dissertation focuses on iteration as an essential aspect of engineering design, and because research at the college and professional level suggests iteration improves the designer's understanding of problems and the quality of design solutions. My research presents qualitative case studies of students in kindergarten and third-grade as they engage in classroom engineering design challenges which integrate with traditional curricula standards in mathematics, science, and literature. I discuss my results through the lens of activity theory, emphasizing practices, goals, and mediating resources. Through three chapters, I provide insight into how early-elementary students iterate upon their designs by characterizing the ways in which lesson design impacts testing and revision, by analyzing the plan-driven and experimentation-driven approaches that student groups use when solving engineering design challenges, and by investigating how students attend to constraints within the challenge. I connect these findings to teacher practices and curriculum design in order to suggest methods of promoting iteration within open-ended, classroom-based engineering design challenges. This dissertation contributes to the field of engineering education by providing evidence of productive engineering practices in young students and support for the value of engineering design challenges in developing students' participation and agency in these 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.] ED579847 Iteration in Early-Elementary Engineering Design ProQuest LLC Ph.D. Dissertation, Tufts University 2017-00-00 978-0355-4204-25 224 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10621748 2018 As Provided JAN2020

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No Spatial Ability Bilingualism Foreign Countries Mandarin Chinese Sino Tibetan Languages Monolingualism Comparative Analysis Cultural Influences Topography Migration Diachronic Linguistics Environmental Influences Nonverbal Communication Schemata (Cognition) Recall (Psychology) Regression (Statistics) Native Language Second Language Learning Literacy Prediction Language Usage Discourse Analysis Population Distribution Lin, Yen-Ting Dissertations/Theses - Doctoral Dissertations Taiwan EISSN- English This dissertation investigates the effect of linguistic and nonlinguistic variables on the use of spatial representations in bilingual speakers of Taiwanese Southern Min (TSM) and Mandarin Chinese (MC) as compared to monolinguals. Linguists and psychologists are particularly interested in the factors that influence the selection among such strategies. Language, cultural factors such as education and literacy, and environmental variables such as topography and population geography have all been hypothesized to play a potential role in this process. Despite being members of the Sinitic language family, TSM and MC exhibit different features in spatial representations: TSM shows a unique polysemy pattern in its spatial relators, conflating "front" with "right" and "back" with "left"; and TSM speakers make frequent use of geocentric representations in small-scale space, whereas MC speakers strongly prefer egocentric and intrinsic frames. The migration and contact history of Taiwan offer an opportunity to explore effects of culture and environment on language, language use, and nonverbal cognition. The objectives of this research project are to document and describe the structure and use of spatial representations in bilinguals as compared to monolinguals and to explore quantitatively how language, culture and environment affect the use of spatial representations in a bi- and multi-lingual society. The dissertation reports on three studies: two referential communication studies probing the use of spatial relators and reference frames in discourse and a recall memory experiment targeting the use of reference frames in nonverbal cognition. These studies were carried out with four populations: monolinguals speakers of MC and TSM, sequential bilinguals who began the acquisition of TSM well before that of MC, and simultaneous bilinguals who were exposed to both languages from birth. It was found that the bilinguals displayed a significant difference as compared to the monolingual speakers by showing mixed patterns in both discourse and nonverbal cognition. Mixed effects regression models indicated significant effects of first and second language use, literacy, and education in predicting the use of reference frames in discourse and of language use and population density on recall memory. An effect from language use on recall memory, providing support for the Linguistic Transmission Hypothesis (LTH). This hypothesis suggests that language use can serve as a conduit for the transmission of cognitive practices (Bohnemeyer et al 2015). A topography effect across populations provides support for the Topographic Correspondence Hypothesis (Palmer, 2015), stating that absolute spatial systems are (partially) motivated by the external physical environment. Effects of education and literacy confirm the Socio-Topographic Model (Palmer et al., 2016) by providing the evidence for cultural mediation between language and environment. The current studies make valuable contributions to the research on bilingualism and spatial cognition by documenting variation of spatial reference in bilingual populations in a multilingual setting. These studies make important contributions to the investigation of the role of bilingualism in spatial cognition. The results provide a comprehensive vista of the differences and commonalities in verbal and nonverbal representations of space across monolingual and bilingual speakers of Mandarin and Taiwanese Southern Min. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580578 Spatial Language and Cognition in Bilingual Minds: Taiwan as a Test Case ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1075-7 139 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:10621057 2018 As Provided JAN2020

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No Social Capital Low Income Students First Generation College Students Hispanic American Students Males Academic Achievement Student Attitudes Phenomenology Interviews Observation Interpersonal Relationship Cultural Capital Valle, Daniel M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Low-income, first-generation students face numerous barriers to earn a college degree. Of these students, Latino male students have some of the lowest levels of college enrollment and persistence. This study used a phenomenological design to identify the perspectives of low-income, first-generation (LIFG) Latino male college students on how social capital affects their academic success. Previous research suggested that students are more likely to overcome some of the obstacles they face by establishing resourceful relationships on campus. Data were collected through in-person interviews and observations of ten LIFG Latino male college students. Personal interviews were conducted with study participants. In addition, observations between participants and mentors on campus were done. Findings revealed that positive relationships, on and off campus, were instrumental in the overall success of the participants. Additionally, the results also revealed ways in which cultural capital--be it navigating the institution, understanding of services provided, and finding academic support on campus--influence LIFG Latino males as they advance through college. The participants successfully described their resourceful relationships with their university peers, their instructors and non-academic staff on campus, their respective mentors or advisors, and their family members. In addition, the data suggest it is important for students to take advantage of any form of social capital on campus. Implications for campus administrators, faculty, and support staff are discussed. Lastly, recommendations for future studies 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.] ED580579 Social Capital and Low-Income, First-Generation Latino Male College Students ProQuest LLC Ph.D. Dissertation, University of Nevada, Reno 2017-00-00 978-0-3552-6359-6 153 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:10621113 2018 As Provided JAN2020

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No College Students Textbooks Electronic Publishing Student Attitudes Intention Use Studies Usability Student Satisfaction Measures (Individuals) Predictor Variables Statistical Analysis Surveys Barajas-Murphy, Noreen Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Purpose: The purpose of this quantitative research study was to examine the factors that influence students' intentions to continue to use digital texts. Specifically, the purpose was to investigate what impact the external factors of instructor modeling and instructor expectation to use had on the intention to continue to use digital textbooks as well as how the internal factors of perceived ease of use, perceived usefulness, and satisfaction with the digital textbook impact students' intentions to continue to use digital textbooks. Theoretical Framework: The theoretical framework for this study is the Technology Adoption Model (TAM). This user acceptance model was developed by Fred Davis (1986) and is used extensively to provide an understanding of user acceptance processes as well as theoretical insights into the design and implementation learning technology. Methodology: This study used a quantitative, cross-sectional survey instrument based on the E-Book Adoption Scale (Jin, 2014b), an instrument that was tested for reliability and validity using a Cronbach's alpha test. Findings: Students' perceived ease of use and usefulness of the digital text predict student satisfaction with the digital text. Students whose instructors did not provide resources for using a digital text were more likely to be satisfied with the digital version of the textbook yet, there is no significant relationship between instructor expectations and intervention to students' intentions to continue to use digital textbooks. Recommendations: The ease of use of a digital interface is the aspect most likely to impact student satisfaction. College student purchasing patterns of digital texts are significantly influenced by the perceived ease of use of the text and the perceived usefulness of the text. Perceived ease of use is related to the interface of the text. Publishers who clearly apply this field of research to their product development will provide digital texts that students are more likely to be satisfied with and to adopt as a preferred learning platform. Institutions that develop support systems to help their faculty members make the most of the digital features of the texts will better support 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.] ED580061 Digital Textbooks: A Study of Factors Affecting College Student Adoption ProQuest LLC Ed.D. Dissertation, University of La Verne 2017-00-00 978-0-3553-2398-6 111 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:10634570 2018 As Provided JAN2020

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No Action Research Barriers Individualized Instruction Reading Instruction Middle School Students Inclusion Qualitative Research Teacher Attitudes Special Needs Students Reading Teachers Middle School Teachers Grade 6 Grade 7 Grade 8 Time Management Classroom Techniques Faculty Development Workshops Boston, Alicia Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Middle Schools The purpose of this qualitative action research study was to explore middle school inclusion teacher perceptions to overcome barriers to successful DI implementation in reading for students with special needs. Inclusion reading teachers are faced with the challenge of providing classroom instruction to students with varying abilities, levels, and styles of learning within the pedagogical setting. In an effort to increase student achievement in reading, educators continue to seek the most useful instructional practices to assist students with special needs in reaching grade level competency. The theoretical framework included the philosophy of differentiated instruction (DI) as an educational practice designed to enhance curriculum instruction within the inclusion reading environment. The specific problem was the overwhelming obstacles middle school teachers faced in the implementation of DI in their everyday reading curriculum. Participants were asked about their perceptions and experiences with DI practices in reading classes within the inclusive setting and the DI implementation challenges and barriers in sixth, seventh, and eighth grade inclusion classes at a suburban secondary school located in northeast Georgia. Four major themes were: (a) tailored DI reading grouping practices, b) desire for professional development in DI implementation, (c) DI barriers to the time management, and (d) DI barriers to classroom management. Three recommendations for practice included (a) more effective DI grouping techniques in the DI reading inclusion classroom, (b) provide opportunities for teachers to attend professional development workshops on DI to learn specific classroom management skills to learn seamless implementation of DI in reading inclusion classroom settings, and (c) relocate resources to reduce barriers for DI implementation in the reading inclusion classroom. Recommendations for future research included (a) a qualitative multiple case study design to further evaluate DI implementation priorities, (b) a qualitative phenomenological study to explore teacher experiences and perceptions further regarding classroom management being a barrier to DI implementation, and (c) a qualitative narrative design in exploration of DI grouping. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580062 An Action Research Study of Barriers to Differentiated Instruction in Reading for Georgia Middle School Students in the Inclusive Classroom ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-8689-9 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634932 2018 As Provided JAN2020

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No STEM Education Females Community Colleges Minority Group Students Two Year College Students Qualitative Research Case Studies Semi Structured Interviews Focus Groups Hispanic American Students African American Attitudes African American Students Disproportionate Representation Sex Stereotypes Cunningham, Nina Maria Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Women of color, particularly African-Americans and Hispanics, have a science, and engineering degree attainment rate of 11% whereas White women have a rate of 29%. Research has demonstrated that these underrepresented minorities experience various racial/ethnic and gender issues that impact their academic success in science, technology, engineering, and mathematics fields. Most of this research was conducted within the context of predominantly White institutions. However, community colleges enroll a disproportionately high number of women of color, and less than half of these students earn a degree within six years. The purpose of this qualitative, case study was to explore the perceptions of women of color in science, technology, engineering and mathematics programs about their racial/ethnic and gender experiences while attending community colleges, and how these perceptions affected their success in these programs. Data were collected through face-to-face semi-structured interviews and a focus group discussion with a participant group of six Hispanic women in their second year at a purposely selected college located in a large Midwestern community college system. Face-to-face interviews were also conducted with two faculty members, and archival data was examined. Data were transcribed, imported, and analyzed using a qualitative data analysis software program for thematic coding. Findings revealed that women of color (Hispanic) students in a STEM program at a community college encountered experiences, including gender stereotypes, non-academic responsibilities, and organizational relationships, that influenced the perceptions they formed, which in turn impacted their level of motivation and decisions to persist to course/program completion. However, these women had no racial/ethnic experiences that impacted their educational persistence; this they attributed to the institution's culture and climate which embraced and regularly celebrated its diverse student body. These women of color formed perceptions of the negative gender stereotype experiences they encountered, usually at the hand of male classmates and male and female faculty, however, their perceptions revealed a rejection of such stereotypes and encouraged an increased STEM identity. Future research should consist of statistical analyses to determine the prevalence of campus cultures and climates that have diversity awareness practices that result in the absence of negative racial/ethnic experiences for female minority 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.] ED580063 STEM Success: Perceptions of Women of Color at Community Colleges ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-9688-1 182 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:10634971 2018 As Provided JAN2020

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No College Students School Safety Civil Rights Violence Compliance (Legal) Campuses Legal Problems Feedback (Response) Guidance Weapons Privacy Freedom of Speech Research Reports Higher Education Ingersoll, Julia S. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education On April 16, 2007, a student at Virginia Tech University, known to be mentally ill, went on a rampage shooting 49 people on campus before taking his own life. When it was over, 32 people were dead, and the concept of a safe campus was forever changed. The incident revealed the inherent conflicts between campus safety concerns and students' civil rights, an issue campus across the nation have grappled with over the past 10 years. Public colleges, which are legally viewed as quasi-governmental entities, must satisfy the civil rights compliance requirements that apply to governmental entities. Community colleges have the additional challenge of maintaining a reasonably safe campus while preserving the mission of "open access." Efforts to balance campus safety concerns with students' civil rights have been unsuccessful and have caused confusion, chaos, and litigation. This dissertation is a critical interpretive synthesis of scholarly, legal, and grey literature research that addresses the tension between campus safety concerns and students' civil rights. Scholarly resources included peer-reviewed journals. Legal resources included the constitution, federal statutes, federal and state court opinions, federal agency documents, federal reports, and articles from recognized and reliable authors and/or publications. Grey literature included articles from recognized and respected publications that covered current events. Experts provided valuable feedback and guidance on the topic, research and resources. The dissertation examines civil rights selected based on their tension with campus safety concerns. The civil rights addressed are due process, free speech, gun rights, and privacy. The findings of this dissertation provide guidance on factors to consider when evaluating how best to balance campus safety concerns with students' civil 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.] ED580064 Factors to Consider When Balancing Campus Safety Concerns with Students' Civil Rights ProQuest LLC D.Mgt. Dissertation, University of Maryland University College 2017-00-00 978-0-3554-1499-8 150 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:10634595 2018 As Provided JAN2020

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No Beginning Principals Qualitative Research Vocational Adjustment Administrator Role Experience Guidance Public Schools Mentors Reyna, Angela M. Dissertations/Theses - Doctoral Dissertations EISSN- English Given the intense pressures, expectations, and public scrutiny, school principals now undertake even greater roles and responsibilities than their predecessors (DuFour & Mattos, 2013; Kellough & Hill, 2014; Hale & Moorman, 2003; Fullan, 2003; Deal & Peterson, 2010; Koozes & Posner, 2012). New, or neophyte, principals are expected to step in and maintain or increase test scores while navigating intricacies of the new position and school. The socialization experience into a new work environment, which can be magnified for neophyte principals, is a large indicator of principal success (Shaver, 2007). Developing trustworthy relationships with the school community has direct impact on the period of socialization experienced by all new principals (Shaver, 2007). Understanding these unique challenges and working conditions faced by neophyte principals can inform efforts to promote school improvement and principal retention; however the research on neophyte principals' experiences is limited (Burkhauser, Gates, Hamilton, & Ikemoto, 2012). Throughout this study, I define "neophyte principal" as an individual who is new to the principal role. For this study, "first year" refers to the first fifteen months where the principal is in his or her new role. This includes the promotion and the transition period into the new school. Most neophyte principals have been exposed to various administrative roles, to varying degrees, relevant to the principalship. Modeling collaborative behaviors for classroom teachers and building capacity within key staff are vital practices aspiring school leaders develop over time. However, philanthropic organizations, such as The Wallace Foundation (2007) have reported that without professional guidance and reinforcement, neophyte principals may quickly feel the long-held sink-or-swim mentality, as they begin to feel the pressure to prioritize problems and develop strategies for fast results. "There are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader" (Leithwood, et al., 2004). Improving public schools means addressing a broad set of complex issues and while school reform efforts are well underway across the country, only one area of policy focus, strengthening school leadership, can exert control over all of the challenges encountered in public schools in this era of accountability (Beatriz, Deborah, & Hunter, 2008). This qualitative study examined the challenges, personal experiences, and extent of provided support, if any, for neophyte principals as they transition into their new role. The objective of this study was to provide insight into the role of the neophyte principal and specifically, how neophyte principals can be effectively supported, in order to meet all the expectations and challenges they encounter during their first year and beyond. The findings of this study will be of interest to policymakers in school districts, state education agencies, principal preparation programs, and most importantly, to principals themselves. For the success of their leadership, it is crucial that differentiated support is provided to principals through collegial, collaborative, and silent mentorship. The complex and high-stakes accountability system that determines the success or failure of neophyte principals is much more demanding that in years past. It is the intention of the researcher that the results of this study will add to the increasing focus on the much-needed support for principals, so that they may facilitate increased student learning and 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.] ED579848 With Great Power Comes Great Responsibility: Navigating through Year One of the Principalship ProQuest LLC Ed.D. Dissertation, The University of Texas at El Paso 2017-00-00 978-0-3552-6152-3 182 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:10619970 2018 As Provided JAN2020

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No Course Selection (Students) Scheduling Time to Degree Associate Degrees Two Year College Students Technical Institutes Statistical Analysis Grade Point Average Block Scheduling Rzeznik, Mark A. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges All students need to decide how to schedule their classes to complete their credential. This study examined three types of student scheduling choices: full-block scheduling, partial-block scheduling, and traditional scheduling to address two research questions: How do the choices students make in scheduling classes-using three scheduling options-affect the time to completion of a two-year credential? How do the choices students make in scheduling classes-using three scheduling options-affect the grade point average of students completing a two-year credential? Based on the literature review and for this study, full-block and partial-block scheduling are basic learning communities. This study examined six years of data in three two-year programs at a Midwestern technical college. The quantitative analysis, based on 107 graduating students, used Chi-square calculations to determine the relationship between three scheduling choices and the average time to completion and to determine the relationship between three types of student scheduling choices and the final average student GPA. The key findings determined there was a relationship between student scheduling choices and the average time to completion, and there was no relationship between student scheduling choices and the average final GPA. The study determined that students who utilized full-block scheduling format completed a two-year credential in two years. Partial-block scheduling on average took longer, and traditional scheduling on average had the longest completion time. If colleges offer true conflict-free block schedules, and students follow these schedules, they have the fastest way to earn their credential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579849 Student Scheduling Choices and Time to Completion of a Two-Year Credential ProQuest LLC Ed.D. Dissertation, Edgewood College 2017-00-00 978-0-3554-3596-2 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:10621684 2018 As Provided JAN2020

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No Hispanic American Students Academic Achievement Correlation Learner Engagement Undergraduate Students Student Surveys Socioeconomic Status Factor Analysis Regression (Statistics) Graduation Validity Student Attitudes Raynor, Samantha L. Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Higher Education Investigating the validity and applicability of student success theories for minority students uncovers the nuance and context of student experiences. This study examines the validity and applicability of student engagement and involvement for Latino students. Specifically, this study employs a critical quantitative lens to question current constructs of engagement. The dataset for this study comes from the 2013 UNC Sophomore Survey and research questions are grounded in the context of public universities in North Carolina. Exploratory Factor Analysis and Logistic Regression methodologies are employed to investigate the research question, is there a relationship (and to what extent) between hypothesized constructs of engagement, socio-economic status, and academic preparation on Latino baccalaureate completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579049 A Critical Quantitative Examination of the Relationship between Constructs of Engagement and Latino College Completion ProQuest LLC Ed.D. Dissertation, The George Washington University 2017-00-00 978-0-3551-9882-9 306 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620224 2018 As Provided JAN2020

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No Nurses Nursing Qualitative Research Work Environment Aggression Bullying Caring Theories Stress Variables Coping Transformative Learning Semi Structured Interviews Emotional Response Stress Management Owens, Michael R. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this basic qualitative study was to better understand the perspectives of horizontal violence through the described experiences of new nurses during the transition from novice to professional nurse within the workforce. The focus of this study was on the new nurses' ability to recognize, report, and reduce the effects of horizontal violence during the transitional phase into the workforce. Responses to horizontal violence were viewed through theoretical prisms of Watson's theory of human caring, the theory of oppression, the transactional model of stress and coping, and the theory of transformational learning. The primary research question was: What are new nurses' perspectives of horizontal violence during the transition from student to the profession role? The basic qualitative study used semi-structured, open-ended conversational interviews that were audio recorded and fact checked, and transcriptions provided data congruent with literature reviewed. The data was analyzed by an inductive analyses method for recurring patterns and themes for each interview. The findings indicated that new nurses could recognize events of horizontal violence during their transitional phase into nursing. However, the 12 participants were unprepared to effectively respond to horizontal violence or to cope with the feelings created during the encounters. The research identified a gap in educational preparedness in communication techniques for conflict resolution skills and in stress-coping methods for new nurses. The issues associated with horizontal violence need to be addressed on all levels to ensure that the transition into the world of professional nursing is a healthier 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.] ED579050 New Nurses' Perspectives of Horizontal Violence in Nursing ProQuest LLC D.Ed. Dissertation, Capella University 2017-00-00 978-0-3551-9783-9 113 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:10619965 2018 As Provided JAN2020

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No Public Schools Charter Schools Outcomes of Education Disabilities Statistical Analysis Comparative Analysis English Instruction Language Arts Elementary Secondary Education Epps, Sucari Dissertations/Theses - Doctoral Dissertations California EISSN- English Elementary Secondary Education This quantitative study investigated the learning outcomes of students with disabilities in comparison to their non-disabled peers in a TK-12th grade school that offers a sixth-twelfth grade virtual public charter school program that currently serves students in the state of California. No differences were found between groups indicating disability status does not pre-determine achievement or performance in a full scale virtual school program. However, the amount of time spent actively engaged in completing coursework is significantly associated with achievement in the English Language Arts (ELA) courses. Furthermore, students in lower grade levels appear to spend more time in their ELA courses than students in the upper grades. Continued research is needed to determine how grades across student groups can be increased and which best practices (i.e., universal design for learning or UDL) can further support student learning virtually. Future research recommendations 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.] ED579051 The Impact of a Virtual Public Charter School Program on the Learning Outcomes of Students with Disabilities: A Quantitative Study ProQuest LLC Ed.D. Dissertation, California Lutheran University 2017-00-00 978-0-3552-2581-5 165 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:10620005 2018 As Provided JAN2020

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No Mixed Methods Research Case Studies Discipline High Schools Educational Practices Teacher Attitudes Administrator Attitudes Influences Surveys Knowledge Level School Policy Discipline Policy Jones, Vincent L. Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English High Schools The purpose of this mixed-method case study was to determine the effectiveness of the progressive discipline matrix in high schools in one Tennessee school district. The further intent was to investigate how discipline practices influenced the perceptions of teachers and administrators. Findings from quantitative data stated that progressive discipline matrix had a positive effect on discipline. Findings of qualitative data from 59 administrative and 48 teacher survey responses stated that teachers and administrators had a limited understanding of progressive discipline practices. Research based recommendations included creating systematic evaluations of school discipline policies and practices with assessments of understanding, revising training schedules in regard to progressive discipline practices and developing a system of communication of discipline policies that are 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.] ED579052 The Progressive Discipline Matrix and Its Effects on Discipline in High Schools ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2017-00-00 978-0-3551-8874-5 135 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:10620265 2018 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Elementary School Students Foreign Countries Video Games Teaching Methods Difficulty Level Online Surveys Observation Protocol Analysis Program Effectiveness Skill Development Student Motivation Cooperation Programming Technological Literacy Action Research Semi Structured Interviews Video Technology Teacher Attitudes Elementary School Teachers Student Attitudes Creativity Self Efficacy Problem Solving Self Esteem Karsenti, Thierry Bugmann, Julien Reports - Research Speeches/Meeting Papers Canada (Montreal) English Elementary Education The goal of this study was to explore the educational potential of Minecraft. This project was conducted with 118 elementary-school students from Canada during the 2016-2017 school year. To explore the educational potential of Minecraft on the students, we designed a "Minecraft challenge" for students. 10 game levels of ascending difficulty were created for them, each containing 3 sublevels to pass before moving up to the next level. In order to advance to the "Minecraft Master level", the students had to complete a total of 30 tasks. A moderator specialized in Minecraft gameplay was present during the gaming sessions, which took place at the schools. Ten different types of data collection tools, such as online surveys, interviews, classroom observations, "think aloud" interviews during Minecraft gaming sessions, student-generated Minecraft "creations", etc. In this study, we first report on how Minecraft was used with those 118 elementary-school students. We then highlight the educational potential of Minecraft by describing how the use of Minecraft benefitted students in various aspects of their learning. These positive outcomes include, but are not limited to: an increase in motivation, the development of collaboration skills, the learning of computer programming, and the development of other computer science competencies. [For the complete proceedings, see ED579282.] ED579314 Exploring the Educational Potential of Minecraft: The Case of 118 Elementary-School Students International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 10 As Provided JAN2020

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Yes Large Group Instruction Online Courses Educational Technology Technology Uses in Education Simulated Environment Higher Education Distance Education Cultural Awareness Acculturation Foreign Students Program Development Barriers Work Environment Foreign Nationals Foreign Countries Student Evaluation Program Evaluation Pretests Posttests Computer Mediated Communication Content Analysis Surveys Chukhlomin, Valeri Deshpande, Anant Speeches/Meeting Papers Reports - Evaluative New York Greece Panama Indonesia English Higher Education "iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The development of the course is informed by two decades of practical experience of one U.S. public university in the field of international distance learning. The course is designed as a virtual laboratory of culture shock (Chukhlomin, 2010, 2016) where students are exposed to unfamiliar virtual environments and learn how to understand and adapt to the American online culture, the academic system, and professional contexts. The course had initially been developed as a small-scale, for-credit, online course; in 2014-2015 we obtained two Innovative Instructional Technology Grants to transform it into a MOOC format. Here we report on the design principles and the first results. [For the complete proceedings, see ED579282.] ED579315 MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 15 As Provided JAN2020

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No Freshman Composition Graduate Students Teaching Assistants Reading Motivation Reading Instruction Reader Response Reader Text Relationship Writing Teachers Reading Writing Relationship Pilot Projects Writing Instruction Teacher Attitudes De Piero, Zack Kramer Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study examined how graduate students in humanities disciplines guide students' reading during their work as teaching assistants (TAs) in first-year (FYC) composition courses. Situated within an independent writing program, the "genre studies" approach to this FYC course is informed by the threshold concepts of the composition discipline, alongside teaching for transfer (TFT) and writing about writing (WAW) theories of postsecondary writing education. In surveys and follow-up interviews, twenty-four TAs described the role(s) that reading behaviors--what student-readers "think," "feel," or "do" before, during, or after the act of reading, thus incorporating the range of cognitive, affective, behavioral, and social outcomes of any reader-text transaction--played in their reading pedagogies. A comprehensive review of composition scholarship, coupled with TAs' responses in a pilot study, yielded the following fourteen reading behaviors that writing instructors attempt to cultivate in their students: "being motivated to read," "skimming and scanning," "annotating texts," "comprehending content," "conducting a close reading," "reading rhetorically," "applying visual literacy," "deconstructing genres," "reading critically," "reading like a writer," "summarizing and paraphrasing," "using sources in papers," "analyzing samples," and "discussing a text with classmates." A broad framework emerged from TAs' responses which situates readers' activity at specific points in an iterative reading-writing cycle. Depending on the immediate purpose for reading, instructors' reading pedagogies (and their student-readers' activity) are governed by two broad domains: reading for textual consumption and reading for textual production. Across these domains, TAs guide students' reading across six total dimensions. Four dimensions are situated at specific points in the reading-writing cycle: intratextual foci, extratextual expansion, intertextual integration, and transtextual embodiment. Two other dimensions, readerly stance and reader-response, permeate the reading-writing cycle. TAs oftentimes resolve bottlenecks by more proactively cultivating reading behaviors in the reader-response dimension by eliciting students' individual reading experiences and thereby recalibrating their reader-text relationships. The findings also hold implications for transfer research: TAs' dual disciplinary enculurations across humanities disciplines, alongside their exposure to the composition field via their TA training practicum, create unique orientations to postsecondary literacy that offer researchers new ways of conceptualizing the the role(s) of reading in FYC from the perspective of instructors with considerable experiences outside the composition field. From this interdisciplinary perspective, TAs perceive different roles for guiding students' in FYC and introductory-level humanities courses in which they've previously taught. In FYC, TAs' reading pedagogies privilege reading behaviors in the textual production domain, whereas in introductory-level humanities courses, TAs primarily guide students towards adopting reading behaviors in the textual consumption domain. Further, based on this analysis, numerous TAs don't envision reading and writing as interconnected processes. TAs can reconceptualize the transfer of students' literate activity in FYC and across academic contexts by cultivating metadisciplinary reading lenses such as "genre," "discourse community," and "reading like a writer" that can strengthen readers' textual consumption and textual production. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579850 Reading Like a Writer, Teaching Like a Reader: Guiding Students towards "Good Reading" in First-Year Composition ProQuest LLC Ph.D. Dissertation, University of California, Santa Barbara 2017-00-00 978-0-3554-2929-9 382 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620018 2018 As Provided JAN2020

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No Attention Deficit Hyperactivity Disorder Private Colleges Public Colleges College Students Learning Disabilities Civil Rights Legislation Federal Legislation Models Academic Accommodations (Disabilities) Program Evaluation Qualitative Research Comparative Analysis Krauser, Tamara Lane Dissertations/Theses - Doctoral Dissertations Texas Americans with Disabilities Act 1990 EISSN- English Higher Education As the college student population continues to grow, students are bringing various backgrounds to the higher education classroom. Students with learning disabilities are increasing in rapid numbers. In 2008, the U.S. House Committee on Education and Labor approved, by a vote of 43 to 1, a bill that would update the Americans with Disabilities Act to include a stricter definition of a person with physical or mental impairments (Lipka, 2008). The stricter definition specifies a list of major life activities that a disability must limit, adding for the first time, concentrating and thinking. One rapidly growing subpopulation continuing to affect the higher education classroom consists of students with attention deficit hyperactivity disorder (ADHD). The purpose of this study was to identify the major factors for the design and implementation of types of resources for students with ADHD at institutions of higher education. The researcher utilized a program theory conceptual framework (Chen, 2005) with components of the change model to conduct a detailed qualitative program evaluation. The components of the change model in evaluating a program are its goals and outcomes, determinants, and the intervention or treatment implemented. Since the number of centers designed specifically for ADHD is limited, the examination and comparison between a 4-year public institution with a specialized center for academic support for students with ADHD and a 4-year private institution with a campus Disabilities Office, both in Texas, were used to look at the differences in services provided. Data were collected utilizing document analysis and open-ended interviews with staff employed in the respective offices. Flexibility allowed the researcher to follow themes that emerged and adjust to changing conditions. The researcher found the benefits of a specialized center are no greater than those of a disability services office at a public or a private institution depending on the structure and resources as well as how the services are provided to students at the respective institutions. The staff at both institutions agreed that awareness was critical for both faculty and staff to understand how to accommodate students with ADHD. The staff at both institutions have seen misconceptions at times and stressed the importance of a strong support system for the students to be academically 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.] ED579851 The Design and Implementation of a Disability Services Office Serving Students with ADHD at a Public and a Private Institution ProQuest LLC Ed.D. Dissertation, Texas A&M University - Commerce 2017-00-00 978-0-3552-8637-3 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:10620394 2018 As Provided JAN2020

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No Second Language Learning Second Language Instruction Study Abroad Communicative Competence (Languages) Discourse Analysis Comparative Analysis Classroom Environment Teaching Methods Role Environmental Influences Learning Processes Van Booven, Christopher D. Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation research aims to better specify the role of context in the development of second language interactional competence. Drawing on conversation-analytic methods and Wong and Waring's (2010) model of interactional practices, I described and compared the opportunities that two study abroad contexts--the homestay and the language classroom--afforded one language learner to participate in one set of interactional practices--the initiation of new topic talk--throughout a semester-length study abroad program. Specifically, I sought to determine: (a) which methods the participants deployed to initiate new topic talk in each context; (b) which topic initiation methods were deployed exclusively by the learner, exclusively by the proficient speaker, or by both learner and proficient speaker in each context; and (c) how the participants sequentially organized each method of topic initiation in each context. The first set of analyses revealed that the participants made use of five distinct topic initiation methods and that all five methods appeared in both the homestay and the language classroom. The second set of analyses revealed that the affordances for participating as an initiator of new topic talk differed systematically by context, whereby the learner was observed to deploy a wider range of methods for initiating topic talk in the homestay as opposed to the language classroom. The third set of analyses revealed similarities and differences in the ways in which the participants organized topic initiation sequences across the two contexts. With respect to similarities, topic initiation methods appearing during casual pre-class talk interactional periods in the language classroom were often organized using the same basic sequences of turns that were observed in the homestay. Differences, meanwhile, included: (a) variations in sequential trajectories stemming from differences in participation frameworks (i.e., dyadic in the homestay vs. multiparty in the language classroom); (b) differences in the organization of methods between the homestay and pedagogically-oriented mid-class talk interactional periods; (c) differences in the range of topicalizable items; and (d) differences in the activities to which topic talk was directed. The observed differences in both the distributions and organization of topic initiation methods across the two contexts provide evidence that different learning contexts may afford learners differential opportunities for participating in second language interaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579852 The Role of Context in the Development of Second Language Interactional Competence: A Comparative Microanalysis of Topic Initiation Practices in the Study Abroad Homestay and the Language Classroom ProQuest LLC Ph.D. Dissertation, New York University 2017-00-00 978-0-3553-4907-8 264 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:10620462 2018 As Provided JAN2020

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No Computational Linguistics Natural Language Processing Artificial Languages Computer Software Language Usage Psycholinguistics Language Processing Problem Solving Learning Processes Memory Theories Dye, Melody Dissertations/Theses - Doctoral Dissertations EISSN- English While information theory is typically considered in the context of modern computing and engineering, its core mathematical principles provide a potentially useful lens through which to consider human language. Like the artificial communication systems such principles were invented to describe, natural languages involve a sender and receiver, a finite code, and a basic transmission problem. Human languages can thus be seen as socially evolved systems that have been structured to optimize information flow in communication. Over the past several decades, information theoretic approaches have attracted widespread interest among linguists and psychologists, and generated a productive research program focused on cataloging how speakers (in their utterances) and languages (in their design) conform to its principles. However, comparatively little work has been done to explicate how the cognitive mechanisms that subserve language give rise to such apparently rational behavior. Showing why speakers conform to such principles is an important correlate to showing that they do. A communication system, no matter how efficiently coded, must also be possible for humans to learn and to use. In this dissertation, I adopt an information theoretic approach to elucidating the challenges posed by the construction and maintenance of a workable lexicon, with the express aim of bridging the gap between rational and mechanistic accounts. To this end, I detail a series of large-scale corpus analyses and behavioral experiments that investigate (1) how languages (and linguistic sub-systems) solve the problem of assigning names to things, (2) how principles of learning and memory act to constrain the possible solution space, and (3) how different solutions present trade-offs for learnability and efficient processing. These investigations shed light on a few of the methods natural languages use to solve a complex constraint-satisfaction problem. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579853 Bridging Levels of Analysis: Learning, Information Theory, and the Lexicon ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3552-2364-4 190 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:10621811 2018 As Provided JAN2020

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No Mathematics Instruction Females Single Sex Colleges Discourse Analysis Majors (Students) Qualitative Research Identification (Psychology) Interviews Mathematics Communities of Practice Musselman, Alexandria Theakston Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Drawing on identity theory, sociocultural theories of learning, and discourse analysis, I engage in an analysis of in-depth, individual interviews with four mathematics majors at an all-women's college over an academic year. The purpose of this qualitative study is to gain insight into the mathematical identities of senior women mathematics majors, to understand their assumptions about what it means to know and do mathematics, and to describe the role that an all-women's content might play in their descriptions of themselves or of mathematics. As such, I focus on "identity," "context," and "Discourses." The concept of a "mathematical identity"--being recognized as a mathematical person in a given context--is central to this study. To this end, I pose the following research questions: "What language do senior women mathematics majors at an all-women's college use to describe their mathematical identity development?" "How might the context of an all-women's mathematics department be described as relevant to students' identity development?" "Specifically, what activities do mathematics majors at an all-women's college describe as significant to their experience and how do they describe their relationship to others within that context?" "What mathematical Discourses do senior women mathematics majors at an all-women's college know, assume, question, or reject?" "What seems to be the relationship between their identities and those Discourses?". The first research question focuses on identity development and recognition, that is, how student's discourse describes their mathematical identity development and other related identities. The second set of questions focuses on description of the particular all-women's context of Metcalf, particularly the community practices and relationships. The third set of questions focuses on developing and understanding participants' interpretive and evaluative models--specifically, about what it means to know and do mathematics as a woman. Overall, my aim is threefold: to be able to say something meaningful about (a) who these women are, (b) what meaning is ascribed to knowing / doing mathematics by these women, and (c) how the context of an all-women's college seemed to shape their relationship with 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.] ED579053 Mathematics Majors at an All-Women's College: Exploring Identity and Context ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3551-6780-1 298 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620027 2018 As Provided JAN2020

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No Data Decision Making Correlation Teacher Effectiveness Teacher Collaboration Satisfaction Educational Change Formative Evaluation Summative Evaluation Mixed Methods Research Shaw, Rhonda R. Dissertations/Theses - Doctoral Dissertations EISSN- English Education reform is inevitable; however, the journey of reform must ensure that educators are equipped to meet the diverse needs of all children within the classrooms throughout. Data-driven decision making is going to be the driving force for making that happen. This mixed model research was designed to show how implementing data-driven instruction improves teacher effectiveness and teacher collaboration. The purpose of this study was to stimulate positive organizational and systemic change using data-driven instruction. It was to explore the process of integrating formative and summative assessments, while assessing the benefits and challenges of implementing data-driven instruction. The researcher explored how data was gathered and analyzed, and how its usage correlated with teacher-effectiveness and teacher-collaboration. The intent was to examine the level of satisfaction of teachers as it relates to knowledge and training in the area of data-driven instruction, and advance the use of assessment data 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.] ED579054 The Correlation of Data-Driven Instruction to Teacher-Effectiveness, Teacher-Collaboration, and Teacher-Satisfaction ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2017-00-00 978-0-3551-8872-1 127 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:10620048 2018 As Provided JAN2020

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No Teacher Effectiveness Urban Teaching Partnerships in Education Urban Schools School Districts Qualitative Research Case Studies Disadvantaged Schools Poverty Disadvantaged Youth Preservice Teachers Undergraduate Students Interviews Focus Groups Sweeney, Pamela K. Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Higher Education The purpose of this qualitative case study was to understand how an urban teachers' residency cohort program in Ohio, formed a partnership with an urban school district located in Ohio, and how and why the partners defined distinct and differing ideas of teacher quality for high-poverty schools and their disadvantaged students. Investigations of prospective teachers were conducted at a university campus located in Ohio who were near completion of their undergraduate program in education and were furthering to commit themselves to the urban teachers' residency cohort program. The selected sample was 32 undergraduates with six participating in one-on one interviews and six participating in focus group interviews. The theoretical framework that guided this study included: the urban regime theory, zone of proximal development (ZPD), along with the notion of more knowledgeable other theories, and the resource dependence theory. This was a qualitative case study. Research questions included: How does the school district partner with urban teacher residences? How is prospective teacher quality defined within the school? Why do the district residency partnerships construct dispositions of teacher quality differently? How have prospective teachers' experiences with the urban teachers' residency cohort program impacted their disposition within the classroom? How do prospective teachers feel their disposition compares to other teachers attending similar higher institutions that do not provide a program such as the urban teachers' residency cohort program? Why do prospective teachers want to be a part of an urban educational setting? Data collected through one-on-one and focus group interviews, observations, and field notes helped to answer the research questions and provided a deeper understanding of how an urban teachers' residency cohort program supported and aided to develop prospective teachers into highly qualified teachers for the urban school settings. Three themes emerged from the data analysis: prospective teachers were excited about making a difference in urban school classrooms, prospective teachers were comfortable with the subject content and working in an urban setting, and prospective teachers had the desire to be successful in urban school classrooms, and identified the need for increased research-based practices and urban school experiences throughout their undergraduate 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.] ED579012 Teacher Quality: An Urban Teachers' Residency Cohort Program Partnership with an Urban School District ProQuest LLC D.Ed. Dissertation, Capella University 2017-00-00 978-0-3552-2918-9 177 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:10621623 2018 As Provided JAN2020

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No Educational Change Program Implementation High Stakes Tests Educational Policy Principals Teacher Attitudes Administrator Attitudes Barriers Standardized Tests Disadvantaged Schools Teacher Persistence Faculty Mobility Educational Practices Teacher Selection Interviews Educational Innovation DeLima, Laura E. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education This study examined the facilitators and barriers to the implementation of an innovative, whole-school reform model, Expeditionary Learning, within the context of the high-stakes accountability policy environment. Twenty-four teachers and four principals were interviewed across four schools, two of which were high poverty and two of which were low poverty. All schools were K-8 charter schools and located either within the urban core or in an inner-ring suburb. Educators across schools reported agreement with the tenets of Expeditionary Learning and a desire to implement the program fully. They preferred this learning model that focuses on student choice, inquiry, and experiential education over more traditional learning models. Respondents pointed to the pressure and time constraints caused by high-stakes standardized tests as barriers to their full implementation of Expeditionary Learning. They also saw the standardized tests as largely misaligned with the model. Educators in high-poverty schools reported more anxiety around the tests and their students' performance. Respondents across schools agreed that Expeditionary Learning was a team effort that required significant time and effort to implement with fidelity. Educators at high-poverty schools reported teacher retention and hiring policies as major barriers to implementing Expeditionary Learning, largely because collaborative teams of teachers were unable to coalesce. Other factors affecting implementation of the program included curricular standards that focused on breadth and not depth, a lack of resources, and parent and community support. Overall, the study found that district and state policies served primarily as a constraint to implementation of Expeditionary Learning, and high-poverty schools were more negatively affected by external policies than were low-poverty schools. The ability to function as an Expeditionary Learning school was ultimately based on how well internal practices were able to work with or counteract external 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.] ED579013 Implementing an Innovative Educational Program in an Era of Accountability: An Interview Study of the Expeditionary Learning Program ProQuest LLC Ed.D. Dissertation, The George Washington University 2017-00-00 978-0-3551-8983-4 142 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:10621635 2018 As Provided JAN2020

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No Mathematics Instruction Rural Schools Rural Areas Parent Attitudes Qualitative Research School Districts Parent Participation Comparative Analysis Interviews Middle Schools Parent Role Bradley, Austrai Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Middle Schools This qualitative study explored parent perceptions of parental involvement in mathematics learning. The study was conducted in a rural area of South Carolina. Face-to-face interviews, online interviews, and review of documents were the sources of data for this inquiry. Findings revealed that parents admitted to a lack of involvement as long as their child met grade expectations. A number of parents suggested that their role was to assist, facilitate, and supplement the teacher's delivery of mathematics instruction in the classroom. In addition, parents viewed the teacher's role in the same manner, but just within a different environment. Furthermore, parents notably emphasized that reading comprehension was the foundation of other academic subjects. Research recommendations include a continued investigation in other rural school districts in other states, a comparative study of parental involvement in mathematics learning in urban and rural middle schools, a relative study of parental involvement in mathematics learning in elementary and middle schools, and a study that compares parental involvement in mathematics learning at the middle school level and the high 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.] ED579016 Mathematics Education in Rural Middle Schools: Parent Perceptions of Their Role in Mathematics Learning ProQuest LLC Ph.D. Dissertation, Hampton University 2017-00-00 978-0-3552-0118-5 143 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:10621846 2018 As Provided JAN2020

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No Qualitative Research Case Studies Elementary School Teachers Elementary School Students Discipline Referral Classroom Techniques At Risk Students Student Behavior Discipline Problems Surveys Interviews Discipline Policy Coding Communication Strategies Teacher Characteristics Institutional Characteristics School Safety Classroom Environment Etheridge, Derek A. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this qualitative case study was to understand why 12 teachers write office discipline referrals for elementary school students in a Title I elementary school located in the Southwestern United States. This study explored the experiences of 12 teachers using the following research questions: (1) What classroom management approaches do teachers use in a Title I elementary school? (2) Why do teachers who use a non-interventionist approach when controlling a classroom write office discipline referrals in a Title I elementary school? (3) Why do teachers who use an interactionalist approach when controlling a classroom write office discipline referrals in a Title I elementary school? (4) Why do teachers who use an interventionist approach when controlling a classroom write office discipline referrals in a Title I elementary school? and (5) How does classroom management approach influence the writing of ODRs in a Title I elementary school? A Continuum of Classroom Control, created by Wolfgang and Glickman, served as the theoretical framework for the study. Data were obtained and coded from the Behavior and Instructional Management Scale (BIMS) survey, one-on-one interviews, classroom and school discipline plans, and archival referrals. The primary themes that emerged from a thematic analysis of the coded data included communication, personal teacher factors (including the subtheme of teacher control), affecting learning, school factors, and student safety. Classroom management preference had no significant influence on why teachers write ODRs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579017 A Case Study of Why Teachers Write Office Discipline Referrals ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3551-9886-7 214 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:10621188 2018 As Provided JAN2020

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No Community Colleges Two Year College Students Personal Narratives Student Experience Academic Achievement Grade Point Average Student College Relationship Letters (Correspondence) Ahmed, Tanzina Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Community colleges are an increasingly important entry point into higher education for adults in the United States (21st-Century Commission, 2012). Students often hold diverse opinions on and engage in complex meaning-making around the community college institution (Daiute & Kreniske, 2016; Deil-Amen, 2016). Furthermore, students' varied interpretations of community college might influence and predict their academic performance. To investigate that assumption, this study asked 104 students to write about community college within three genres (i.e. types) of narratives that afford different author-purpose-audience opportunities for meaning-making. In the Letters genre, students wrote a letter to a close partner about their lives in community college. In the Best Experience and Worst Experience genres, they reflected on their best and worst experiences in community college. Narratives were analyzed using plot and script analyses. After Spring 2015, students' cumulative year-end GPAs were collected. Eventually, this study used data from plot and script analyses within quantitative techniques to connect students' interpretations of community college to their academic performance within community college. This work bypasses the qualitative/quantitative research binary to demonstrate that students' ability to make sense of the complex realities of community college relates to and predicts their institutional performance over time. The design and analyses of this study indicate three major findings. First, students used diverse genres that afforded diverse author-purpose-audience opportunities to interpret the college institution and their college lives in varied ways. Students often used the Letters genre to relate to their family and friends, connecting their goals and activities within college to the goals and activities of partners outside of college. Meanwhile, they often used the Best Experience and Worst Experience genres to either align with or criticize the college community institution. These findings accord with past research on community college students' flexible use of narrative genres and their lack of a single "characteristic" way of interpreting their college experiences (Daiute & Kreniske, 2016). Furthermore, the flexibility with which students used diverse narrative genres to address varying aspects of community college indicated the complexity of their relationship with the college institution--a complexity that has often been portrayed in overly simplistic terms in public media and previous research. Second, academically successful students with higher year-end GPA interpreted the community college institution differently compared to less successful students with lower year-end GPA. Across the diverse narrative genres, successful students wrote in ways that suggested that they affiliated more with the goals of the college institution, found more opportunities and affordances in college, and showed a greater interest in how college partners could both help and hinder their progress. Moreover, successful students created complex narratives that reflected the problem-solving lessons of the college institution insofar as their narratives were more likely to resolve difficulties than the narratives of less successful students. (This complexity was related less to the length of narratives--since more and less successful students wrote narratives of comparable length within most genres--and more to how students structured plot and organized scripts within narratives). Thus, students' ability to write and reflect on the community college institution in college-appropriate ways was related to their academic performance over time. Finally, students' use of plot elements and scripts within the diverse narrative genres were connected to year-end academic performance. For example, when students centered their Worst Experience narratives on irresolvable college difficulties, their GPA generally lowered over the school year. However, when students used their Worst Experience narratives to focus on conflicts with college partners or resolve difficulties in ways reinforced by the community college institution, their GPA generally increased. Thus, students' use of plot and script elements to interpret the college institution predicted their year-end academic performance. The connection between students' interpretations of community college and year-end performance depended on the narrative genre they used, demonstrating that the range and importance of the experiences students expressed differed across genres. In summary, students used diverse narrative genres to make meaning of their experiences within community college, and these meaning-making processes were related to and predictive of year-end academic performance. How students interpreted their college lives connected to, predicted, and perhaps explained their academic performance. Future research could build on the results of the present study by exploring how different populations of students interpret and reflect on their college experiences with a greater variety of narrative genres, as well as how these meaning-making processes relate to different measures of academic performance. Educators and administrators can utilize the findings of the present study to prepare students to navigate the difficulties of community college. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580065 Narrating the Future: Understanding How Student Narratives Relate to Outcomes in Community College ProQuest LLC Ph.D. Dissertation, City University of New York 2017-00-00 978-0-3553-3732-7 220 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634974 2018 As Provided JAN2020

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No Role Morphology (Languages) Semitic Languages Age Differences Morphemes Word Recognition Language Acquisition Second Language Learning Nouns Language Research Verbs Phonemes Listening Comprehension Linguistic Borrowing Reading Comprehension Transfer of Training Native Language Oganyan, Marina Dissertations/Theses - Doctoral Dissertations EISSN- English Research on recognition of complex words has primarily focused on affixational complexity in concatenative languages. This dissertation investigates both templatic and affixational complexity in Hebrew, a templatic language, with particular focus on the role of the root and template morphemes in recognition. It also explores the role of morphology in word recognition across modality (visual vs. auditory). Finally, it investigates whether acquisition of visual word recognition processes in Hebrew by speakers of a concatenative (non-templatic) language is dependent upon age of acquisition or age of arrival. The findings for native speakers in this dissertation suggest that both templatic words and affixed words in Hebrew are decomposed into their constituent morphemes and for templatic words this decomposition is the default. In templatic words, the root and template play different roles in recognition. For nouns the role of the root is particularly important, as evidenced by sensitivity to letter position, while for verbs both roots and templates play key roles (Chapter 4). A phonemic restoration paradigm provides evidence of templatic morphology playing a key role in auditory word recognition. As with visual recognition of nouns, roots play an important role in auditory noun recognition as evidenced by words with root sounds masked being harder to recover than words with template sounds masked (Chapter 5). In Hebrew, as with conctatenative languages, inflectional words show evidence of decomposition into stem and affix with a larger amplitude N400 for inflectionally affixed templatic words than unaffixed ones. Furthermore, higher processing costs are revealed for concatenative borrowings into the language than templatic words, with greater amplitude peakers in the 200-300 ms time-window, suggesting that for templatic words decomposition is the default strategy (Chapter 6). Results of the L2 Hebrew study suggest that even proficient readers show transfer effects from a concatenative L1. Unlike native readers, they are letter position flexible for root letters in nouns with nouns with transposed letters priming, suggesting that a whole-stem representation of templatic words is available. These effects are not shown to correlate with either age of acquisition or arrival (Chapter 7). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579854 The Role of Morphology in Word Recognition of Hebrew as a Templatic Language ProQuest LLC Ph.D. Dissertation, University of Washington 2017-00-00 978-0-3553-5610-6 191 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:10621827 2018 As Provided JAN2020

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No Personnel Directors Administrator Attitudes Virtual Universities Academic Degrees Graduate Study Statistical Analysis Deans Department Heads College Faculty Accreditation (Institutions) Administrator Surveys Business Schools Key, Damon L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this quantitative cross-sectional study was to examine the current perceptions of online graduate degrees by academic hiring managers when making hiring decisions. The population studied consisted of deans, department chairs, human resource directors, and faculty at colleges and universities with AACSB and IACBE business program accreditation in the Mid-Atlantic region of the United States. Participants were sent a 36-question electronic survey to complete which utilized demographic, scale, ranking, and open-ended questions to collect responses from 106 academic hiring managers. The study found that the majority of the participants would consider hiring a candidate who had earned an online graduate degree. However, the modality in which a graduate degree was earned played a significant role in the faculty hiring process. When presented with two otherwise equally qualified candidates 82% of the respondents would hire the candidate who earned a traditional graduate degree over a candidate who earned an online graduate degree. It was determined that participants from IACBE accredited colleges and universities were more accepting of online graduate degrees than those from AACSB schools as an education credential for a faculty position. Furthermore, it was determined that significant relationships existed between the independent variables of acceptability of online degrees, number of years worked in higher education, whether a participant's school offered online degrees, and whether participants had earned an online degree; and the dependent variable of perceptions of online degrees. Finally, results indicated that both institutional and business school accreditation influences hiring managers' perceptions of online graduate 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.] ED579855 Perceptions of Online Degrees by Hiring Managers at AACSB and IACBE Accredited Schools in the Mid-Atlantic Region of the United States ProQuest LLC D.B.A. Dissertation, Wilmington University (Delaware) 2017-00-00 978-0-3553-4233-8 151 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:10620167 2018 As Provided JAN2020

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No Mentors African American Students STEM Education Undergraduate Students Student Attitudes Intervention Black Colleges Statistical Analysis Science Achievement Scores Correlation Disproportionate Representation Majors (Students) Science Education Smith, Mary L. Dissertations/Theses - Doctoral Dissertations Alabama EISSN- English Higher Education The purpose of this study was to examine undergraduate students majoring in science, technology, engineering, and math disciplines perception of traits an ideal mentor should possess, and to determine if these traits had positive results on their identification with science. With a large number of workers in STEM disciplines retiring, there is a projected need for more underrepresented minorities to fill these positions. In order to increase diversity in the workforce, efforts must be made to retain underrepresented minorities in STEM education beginning at the undergraduate level and continuing throughout the graduate level. This intervention should begin as early as the freshman year and continue beyond the sophomore year, considering this group of students lose interest in STEM, exhibit a sense of hopelessness which in turn leads to these students changing their majors and/or leaving the discipline altogether. Increasing the representation of individuals from underrepresented groups in STEM fields is a function of pipeline flow (McGee et al., 2012), which is measured as the rate at which trainees enter and advance through the pipeline to the workforce. This study provided demographics of one hundred seventy five (175) students attending two private Historically Black institutions in the state of Alabama. Survey questions were structured to analyze quantitative data. This primary method of analysis utilized descriptive statistics to measure the most important indicators that influence students' perceptions of an ideal mentor. The collection of quantitative data was adapted from instruments designed by Dr. Gail Rose (2003) and Dr. Sylvia James (2007). Rose (2003) Guidance, Integrity, and Relationship subscales were used to assess values that students placed on each subscale. Dr. James' scale examined the role of identity and other sociocultural factors as causes of the science achievement gap for African American students. She further emphasized the importance of informal programs or non-school settings in promoting identities that are conducive to science learning in African Americans. Three research questions were considered. The overarching research question was, what ideal traits do students report as being the most important in an ideal mentor that could be a contributing factor in their persistence in STEM? Research question one was: to what degree do African American STEM students at two HBCUs in Alabama identify as a scientist as determined by Science Identity Scale Scores (SIS)? Research question two was, what is the relationship of Ideal Mentor Scale Scores (IMS) and Science Identity Scale Scores (SIS) among African American STEM students at these HBCUs? Frequency data and Pearson Correlation were used to analyze data that were obtained from the web-based surveys via Qualtrics. Findings from this study showed that students identified 11 of the 34 items from the Ideal Mentor Scale (Rose, 2003) as being "very" and "extremely important" as it relates to ideal traits of a mentor. However, in regards to research question one, study participants did not exhibit a strong identification with science. Research question two, when looking at the relationship between the Ideal Mentor Scale Scores and Science Identity Scale Scores, there was not a statistically significant relationship between the two, although there was a statistically significant relationship among the three subscales of guidance, relationship, and integrity, with students valuing integrity more so than guidance and relationship. Findings from the study also showed that ninety-nine of the participants in the study currently do not have a mentor. Consequently these students demonstrated the ability to give their perception of an ideal mentor. The two universities used in the research study were Tuskegee University and Stillman College. Recommendations from the study will be provided to both colleges and universities that have existing STEM mentoring programs as well as those that do not have STEM mentoring programs resulting from this data. Parents, and local, state, and federal government agencies will also benefit from the results of this study. Furthermore, the recommendations will provide said individuals with pertinent information describing the potential success of students when provided the appropriate support or 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.] ED579055 Reported Ideal Traits of a Mentor as Viewed by African American Students in Science, Technology, Engineering, and Mathematics ProQuest LLC Ph.D. Dissertation, The University of Southern Mississippi 2017-00-00 978-0-3552-1574-8 172 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:10620496 2018 As Provided JAN2020

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No Accounting Ethics Business Schools Role Decision Making Finance Occupations Qualitative Research Metacognition Interviews Phenomenology Trust (Psychology) Organizational Climate Moral Values Standards Curriculum Development Higher Education Meador, Gwendolyn Parrish Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Recent accounting and corporate scandals call into question the ethicality of accounting practice, likewise accounting graduates. Advances in ethical accounting education are not emphasized in today's business schools leaving accounting graduates lacking necessary ethical accounting competencies to make ethical accounting decisions (Abend, 2013; Mastracchio, Jimenez-Angueira, & Toth, 2015; Waples, Antes, Murphy, Connelly, & Mumford, 2009). Cognitive moral development theory (Kohlberg & Hersh, 1977), stakeholder theory (Freeman, 2004), and organizational mindfulness theory (Ray, Baker, & Plowman, 2011) provide a theoretical framework supporting issues of accounting graduates' ethicality, practitioner in the role of ethical decision-maker, and organizational awareness and performance of business schools. The purpose of this study is to determine practitioners' perspectives of ethical accounting competencies required for making ethical accounting decisions. An additional purpose is to identify ethical accounting issues and behaviors experienced by practitioners. Finance and accounting practitioners, through qualitative interviews, provide professional perspectives relevant to ethical accounting practice topics to demonstrate practice-oriented understanding and knowledge of ethical accounting decision making. Interpretative phenomenological analysis was used to investigate ethical business experiences and interpret professional's perceptions. Practitioners recognize problems due to lack of trust within their organizations. Additionally, they provide experiences where amoral decision making resulted in inappropriate treatment of accounting standards and principles. Study practitioners identified six ethical accounting competencies useful in ethical decision making. These competencies and other strategies could be valuable to accounting educators in developing ethical accounting 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.] ED579056 Ethical Decision-Making Accounting Competencies: Practitioners' Perspectives ProQuest LLC Ph.D. Dissertation, The University of Southern Mississippi 2017-00-00 978-0-3552-1575-5 256 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:10620512 2018 As Provided JAN2020

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Yes Federal Legislation Undocumented Immigrants Children Crime Criminals Public Opinion Social Bias Incidence Census Figures National Surveys Computation Institutionalized Persons Correctional Institutions Demography Individual Characteristics Racial Differences Ethnicity Educational Attainment Landgrave, Michelangelo Nowrasteh, Alex Reports - Research Cato Institute English President Trump is considering a cancellation of the Deferred Action for Childhood Arrivals (DACA) program. DACA grants temporary work permits and lawful immigration presence to many young illegal immigrants who were brought to the United States as children. A potential DACA beneficiary is called a "DREAMer," a term derived from the 2001 Development, Relief, and Education for Alien Minors (DREAM) Act, a popular piece of legislation designed to legalize many illegal immigrants who were brought to the United States at a young age. News of individual DREAMers committing crimes contributed to the public perception that DREAMers are disproportionately crime prone and may influence President Trump's decision to cancel or continue DACA. In fact, DREAMers have lower incarceration rates than native-born Americans of the same age and education level. There is a vast body of empirical literature showing that legal and illegal immigrants do not increase local crime rates, are less likely to commit crimes than their native-born peers, and are less likely to be incarcerated than are native-born Americans. There are two broad strands in this research: (a) an area approach that analyzes how immigrants affect crime rates in locations where they settle, and (b) immigrant incarceration rates. This is the first brief that estimates the DREAMer incarceration rate. ED579316 The DREAMer Incarceration Rate. Immigration Research and Policy Brief. Number 3 Cato Institute 2017-08-30 6 Cato Institute. 1000 Massachusetts Avenue NW, Washington, DC 20001-5403. Tel: 202-842-0200; Fax: 202-842-3490; e-mail: subscriptions@cato.org; Web site: http://www.cato.org N/A 2018 0 ERIC JAN2020

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Yes Large Group Instruction Online Courses Educational Technology Technology Uses in Education Business Administration Education Teaching Methods Mixed Methods Research Questionnaires Undergraduate Students Foreign Countries Student Surveys Student Attitudes Huang, Chung-Kai Lin, Chun-Yu Lin, Zih-Cin Wang, Cui Reports - Research Speeches/Meeting Papers Taiwan English Higher Education In a globalized digital age, the creation of curriculum innovation, along with the way we deliver course content has a great impact on preparing and equipping students with the knowledge and skills needed to succeed in the workplace. The affordance of connectivity of Massive Open Online Courses (MOOCs) has provided new opportunities for higher education institutions to develop a more adaptive and strategic approach to online learning. The Industry 4.0 movement has reflected the needs of business educators to embrace the new trends and challenges in today's workplaces. To better utilize MOOCs in business education, it is important to take note of this shift and evolution and explore how MOOCs can be used to support university teaching and learning. As the use of MOOCs has been widely discussed and spread throughout educational disciplines, business educators need to evaluate the practicality of this learning environment and make its applications effective, while considering its pedagogical benefits and constraints. [For the complete proceedings, see ED579282.] ED579317 Roles, Strategies and Impact of MOOCs on Flipping Business Education International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Educational Technologies (5th, Sydney, Australia, Dec 11-13, 2017) 2017-12-00 2 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 6 As Provided JAN2020

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Yes Outcomes of Education School Choice Educational Attainment Secondary School Students Longitudinal Studies Employment Patterns Income Postsecondary Education Foreign Countries Trend Analysis Lavy, Victor Reports - Research Israel (Tel Aviv) Cato Institute English Secondary Education Research on the effectiveness of educational programs has centered on evaluating shortterm outcomes, such as standardized test scores. This research examines the long-term consequences of free school choice programs offered to primary school students at the transition to secondary school. The main question is whether the effects of free school choice persist beyond high school and lead to long-term enhancements in human capital and well-being. To address this issue, Victor Lavy examines a school-choice experiment conducted two decades ago in Tel Aviv, Israel. In Lavy (2010) he analyzed the short- and medium-term effects on cognitive outcomes and schooling attainment during middle and high school. With the passage of time, Lavy can now evaluate whether school choice among public schools has a long-term impact on social and economic outcomes. This research provides the first evidence of links between school choice and students' employment, earnings, and social outcomes at adulthood. Lavy examines the impact on various types of post-secondary schooling that vary by quality, along with the impact on employment, earnings, and welfare-dependency at about age 30. His results show that the school-choice experiment increased a wide range of post-secondary schooling measures. [This research brief is based on Victor Lavy's "Long Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood."] ED579318 Long-Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood. Research Briefs in Economic Policy. Number 23 Cato Institute 2015-04-00 2 Cato Institute. 1000 Massachusetts Avenue NW, Washington, DC 20001-5403. Tel: 202-842-0200; Fax: 202-842-3490; e-mail: subscriptions@cato.org; Web site: http://www.cato.org N/A 2018 0 ERIC JAN2020

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No Middle School Students Knowledge Level Statistics Mathematical Concepts Graphs Data Interpretation Statistical Inference Statistical Distributions Instructional Design Lewis, Felicia Wider Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools This thesis examined middle school students' current understanding of variability using a constructed response item assessment question. Variability is an essential concept in the teaching and learning of statistics. However, many students have difficulty with the concept of variability especially when constructing boxplots. Using a framework methodology with pre-defined levels from a middle school student thinking and reasoning matrix, student responses were examined. The results show that students have difficulty with concept of variability in four areas: graph knowledge specifically related to analyzing and interpreting boxplots, communicating inferences, contextual knowledge and misinterpretation of averages and distributions. These themes provide a foundation for discussion of how teachers and research can design curriculum and instruction to engage students in designed learning activities that will help enhance their understanding of variability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579319 Middle School Students' Understanding of Variability ProQuest LLC Ph.D. Dissertation, University of Florida 2016-00-00 978-0-3551-9723-5 119 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:10646471 2018 As Provided JAN2020

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No Associate Degrees Nursing Students College Graduates Student Attitudes Academic Standards Licensing Examinations (Professions) Community Colleges Instructional Effectiveness Qualitative Research Case Studies Academic Achievement Outcomes of Education Semi Structured Interviews Test Anxiety Fear Failure Teacher Student Relationship Stress Management Self Esteem Pulito, Judy Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges There has been a shortage of registered nurses in the United States for more than a decade, and an aging population is increasing this problem. This study was prompted by the number of associate degree nursing graduates at a Midwestern community college failing the NCLEX-RN licensure exam, which is required for employment. The purpose of this study was to explore associate degree graduate nurses' views of the effectiveness of classroom and clinical training on NCLEX-RN exam performance. Guided by the conceptual framework of Bigg's students' approaches to learning, which maintains deep learning is associated with achievement of learning outcomes, this qualitative case study investigated ways to improve success on the licensure exam. The central research questions examined the perceptions of what nursing school experiences contributed to NCLEX-RN success or failure. Semistructured interviews with 5 recent graduates who have been successful and 5 who failed the exam were conducted to gather the data. Triangulation and member checking were used to improve the quality of the data. The student perceptions were coded to identify emerging themes. The following themes that impact NCLEX performance were identified: extreme anxiety, fear of failure, faculty student relationships, and approach to learning. The findings revealed the need for additional faculty training in curriculum and instruction, reducing stress and building self-confidence. Based upon these findings, faculty were encouraged to participate in a 3-day professional development activity designed to improve their skills in preparing students to take the nursing examination. Possible social changes can benefit healthcare institutions, nursing graduates, and community by expanding the nursing 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.] ED580066 Associate Degree Nursing Graduates Perceptions of NCLEX Performance ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-2933-9 156 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:10634985 2018 As Provided JAN2020

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No Creativity Asynchronous Communication Computer Mediated Communication Online Courses Case Studies College Students Active Learning Student Projects Prompting Problem Based Learning Heuristics Interviews Corfman, Timothy Dwight Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education It is vital for online educators to know whether the strategies they use help students gain 21st-century skills. One skill that has been identified as important in the 21st century is creativity; however, a gap existed in the literature concerning whether online courses could help students to develop creativity. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. Amabile's componential model of creativity formed the study's conceptual framework. A case-study approach was used to examine the question of whether asynchronous online discussions and other materials used in online courses could help students develop creativity. One professor, recognized by her peers for her expertise in online education, and three of her online graduate students who volunteered for the study, were interviewed using Zoom. Twenty-nine transcripts of asynchronous online discussions were analyzed using a sequential process of building an explanation, checking the explanation against the data, and repeating the process. Key results from the study indicated that project-based prompts, problem-based prompts, and heuristics used in asynchronous online discussions can help promote creativity. Recommendations for future research include conducting a similar case study with a more diverse group of participants and with a course in a different specialty. These findings may promote social change by helping online instructors use appropriate prompts for asynchronous online discussions that will help students refine their creative skills to ultimately use them in the 21st-century workplace. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580067 Creativity in Asynchronous Online Discussions ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-2566-9 160 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:10635053 2018 As Provided JAN2020

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No Middle School Students Grade 8 Minority Group Students African American Students Hispanic American Students Reading Instruction Reading Improvement Reading Comprehension Teaching Methods Reading Programs Art Education Integrated Activities Interdisciplinary Approach Language Arts Quasiexperimental Design Mixed Methods Research Pretests Posttests Computer Assisted Testing Reading Tests Control Groups Experimental Groups Program Effectiveness Knight, Taneka L. Dissertations/Theses - Doctoral Dissertations Georgia (Atlanta) EISSN- English Middle Schools African American and Latino students attending Title I schools in the metropolitan Atlanta area were not reading on grade level. The majority of students are low performing readers and minimally met the reading comprehension requirements. The 2015 average 8th grade reading score for these students was 246 out of 500. This applied dissertation was designed to add to existing literature on the benefits of arts integration. Specifically, this study looked at whether the Alliance Theatre's Collision Plus Program, an arts integration strategy, improved reading comprehension skills. Moreover, from the perception of the English language arts teacher, this study examined to what extent arts-integrated techniques prepare students for college or a career. Using a quasi-experimental mixed methods design, pre- and posttest results of the Scantron Performance Series computer adaptive assessment (CAAS) assessment were analyzed for an ELA control group and treatment group to determine if arts integrated instruction impacted the reading comprehension of the middle school students who participated in the study. Findings indicated that the mean and median scores for the treatment group of students were not statistically different than that of the control group of students after the Alliance Theatre Collision Plus Program lessons. From the perception of the ELA teacher, arts integration helped learners to comprehend what they are reading because they are able to connect to the text. Students showed greater inquisitiveness and the ability to change and produce new ideas. Recommendations for future research include utilizing a larger sample size and providing ongoing professional development to teachers on arts integration 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.] ED579018 Improving Eighth Grade Students' Reading Comprehension through the Use of the Collision Plus Arts-Integrated Program ProQuest LLC Ed.D. Dissertation, Nova Southeastern University 2016-00-00 978-0-3552-2525-9 111 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:10621825 2018 As Provided JAN2020

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No Online Surveys Bilingual Education Programs Trust (Psychology) Politics of Education Principals Administrator Attitudes Self Efficacy Empowerment Interpersonal Relationship Case Studies Comparative Analysis Best Practices Administrator Behavior Second Language Learning English (Second Language) Statistical Analysis Girard, Guadalupe Dissertations/Theses - Doctoral Dissertations California EISSN- English Purpose. The purpose of this quantitative study was to identify the external and internal political strategies used by principals that allow them to successfully navigate the political environment surrounding dual language programs. Methodology. This quantitative study used descriptive research to collect, analyze, and report data that identified the internal and external political strategies used by current dual immersion principals. The sample included 60 current principals in California who lead schools with dual language programs and have been in the position for at least one year. An online survey was used to collect data to answer 37 research questions and an open-ended question. Findings. The external political strategies most used by principals of dual language programs are as follows: build trust; create a political vision; never let them see you sweat; you need to meet their needs, or they'll never meet yours; do your homework; and positive responses to perceived dangers win support. The internal political strategies most used by principals of dual language programs are as follows: dig the well before you're thirsty; build trust; many messengers-same message-bigger impact; empower others; and be open to their ideas. Conclusions. Principals of dual language schools value trust as one of the key components of political skills externally and internally. Externally, principals believe in the importance of establishing a political vision, maintaining confidence, meeting constituents' needs, being prepared, and maintaining a positive outlook. Internally, principals believe in the importance of relationships, empowering others, and being open to others' ideas. This study supported previous research regarding the need for principals of dual language programs to have political skill to successfully lead their organizations. Recommendations. Future research should include a qualitative case study of principals of dual language programs and their experiences to further explore their personal experiences; research in the area of best practices in delivering professional development in the political arena to principals of dual language programs; a comparative study should be conducted to analyze the differences between the principal's perceptions and their staff's perceptions regarding the use of the external and internal political strategies; a follow up qualitative study to shed light on the reasons why principals reported not using other strategies, and replication of this study in schools without dual language programs to identify the political strategies employed by the site administrators comparing the strategies used by both 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.] ED579019 A Quantitative Study Identifying Political Strategies Used by Principals of Dual Language Programs ProQuest LLC Ed.D. Dissertation, University of La Verne 2017-00-00 978-0-3553-1317-8 179 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:10621665 2018 As Provided JAN2020

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No Social Media Information Security Role Crime Decision Making Business Incidence Data Analysis Information Technology Profiles Models Innovation Guidelines Computer Software Programming Languages Data Collection Li, Weifeng Dissertations/Theses - Doctoral Dissertations EISSN- English Social media analytics is a critical research area spawned by the increasing availability of rich and abundant online user-generated content. So far, social media analytics has had a profound impact on organizational decision making in many aspects, including product and service design, market segmentation, customer relationship management, and more. However, the cybersecurity sector is behind other sectors in benefiting from the business intelligence offered by social media analytics. Given the role of hacker communities in cybercrimes and the prevalence of hacker communities, there is an urgent need for developing hacker social media analytics capable of gathering cyber threat intelligence from hacker communities for exchanging hacking knowledge and tools. My dissertation addressed two broad research questions: (1) How do we help organizations gain cyber threat intelligence through social media analytics on hacker communities? And (2) how do we advance social media analytics research by developing innovative algorithms and models for hacker communities? Using cyber threat intelligence as a guiding principle, emphasis is placed on the two major components in hacker communities: threat actors and their cybercriminal assets. To these ends, the dissertation is arranged in two parts. The first part of the dissertation focuses on gathering cyber threat intelligence on threat actors. In the first essay, I identify and profile two types of key sellers in hacker communities: malware sellers and stolen data sellers, both of which are responsible for data breach incidents. In the second essay, I develop a method for recovering social interaction networks, which can be further used for detecting major hacker groups, and identifying their specialties and key members. The second part of the dissertation seeks to develop cyber threat intelligence on cybercriminal assets. In the third essay, a novel supervised topic model is proposed to further address the language complexities in hacker communities. In the fourth essay, I propose the development of an innovative emerging topic detection model. Models, frameworks, and design principles developed in this dissertation not only advance social media analytics research, but also broadly contribute to IS security application and design science 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.] ED580580 Towards Secure and Trustworthy Cyberspace: Social Media Analytics on Hacker Communities ProQuest LLC Ph.D. Dissertation, The University of Arizona 2017-00-00 National Science Foundation (NSF) 978-0-3552-6360-2 198 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:10621120 2018 As Provided JAN2020 SES1314631 DUE1303362

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No High School Students Dropouts Parenting Styles Interpersonal Relationship Interpersonal Competence Academic Ability Parent Child Relationship Truancy Discipline Problems Interpersonal Communication English Instructional Design Educational Practices Bedrossian, Alfred Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students whose parents practiced Proactive Communication and students that displayed competency in English were less likely to drop out. The data source for this study was the Educational Longitudinal Study of 2002 (ELS: 2002) conducted by NCES. The first wave of the study had over 14,000 freshman participants and by the second wave 626 had dropped out of high school by their sophomore year. Of the 183 questions on the Base Year in School Questionnaire, 45 were used to create eight composite variables utilizing Exploratory Factor Analysis. A logistical regression analysis revealed that five of the eight composite variables were statistically significant high school dropout. Students that experienced Reactive Communication and those that displayed characteristics of truancy and disciplinary issues were more likely to drop out. Students that experienced Proactive Communication from their parents and those that expressed academic competency in English were less likely to leave school. The application of these findings can be advantageous in the pursuit of improving academic performance and reducing the dropout rate. There are potential benefits to equipping parents to have proactive discussions about school and academic goals. In addition, the causes for truancy and disciplinary issues may be a myriad of things, but it is important to use this finding as a preventive tool in the school and home environments. Understanding that a student's perception of competency in English plays a key role in keeping them in school can potentially influence instructional design and teaching practices. Future research should attempt to bridge the dynamics in the home and school environments related to the academic success or failure of 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.] ED580581 Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout ProQuest LLC Ed.D. Dissertation, Azusa Pacific University 2017-00-00 978-0-3554-6739-0 100 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:10621125 2018 As Provided JAN2020

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No Semantics Translation Computer Mediated Communication Artificial Intelligence Information Sources Web Sites Standards Generalization McCarthy, Matthew T. Dissertations/Theses - Doctoral Dissertations EISSN- English Artificial intelligence (AI) that is based upon semantic search has become one of the dominant means for accessing information in recent years. This is particularly the case in mobile contexts, as search-based AI are embedded in each of the major mobile operating systems. The implications are such that information is becoming less a matter of choosing between different sets of results, and more of a presentation of a single answer, limiting both the availability of, and exposure to, alternate sources of information. Thus, it is essential to understand how that information comes to be structured and how deterministic systems like search-based AI come to understand the indeterminate worlds they are tasked with interrogating. The semantic web, one of the technologies underpinning these systems, creates machine-readable data from the existing web of text and formalizes those machine-readable understandings in ontologies. This study investigates the ways that those semantic assemblages structure, and thus define, the world. In accordance with assemblage theory, it is necessary to study the interactions between the components that make up such data assemblages. As yet, the social sciences have been slow to systematically investigate data assemblages, the semantic web, and the components of these important socio-technical systems. This study investigates one major ontology, Schema.org. It uses netnographic methods to study the construction and use of Schema.org to determine how ontological states are declared and how human-machine translations occur in those development and use processes. This study has two main findings that bear on the relevant literature. First, I find that development and use of the ontology is a product of negotiations with technical standards such that ontologists and users must work around, with, and through the affordances and constraints of standards. Second, these groups adopt a pragmatic and generalizable approach to data modeling and semantic markup that determines ontological context in local and global ways. This first finding is significant in that past work has largely focused on how people work around standards' limitations, whereas this shows that practitioners also strategically engage with standards to achieve their aims. Second, the particular approach that these groups use in translating human knowledge to machines, differs from the formalized and positivistic approaches described in past work. At a larger level, this study fills a lacuna in the collective understanding of how data assemblages are constructed and operate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579856 Enacting the Semantic Web: Ontological Orderings, Negotiated Standards, and Human-Machine Translations ProQuest LLC Ph.D. Dissertation, The University of Wisconsin - Milwaukee 2017-00-00 978-0-3552-4179-2 196 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620172 2018 As Provided JAN2020

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No Dance Education Black Colleges Web Sites College Libraries Library Materials Curriculum Archives Social Media Coding Data Analysis Inclusion Ebright, Wanda K. W. Dissertations/Theses - Doctoral Dissertations North Carolina South Carolina Georgia EISSN- English Higher Education The purpose of this dissertation is to illuminate the missing voices of historically black college and university dance programs in the national discussion on the history and development of dance in American higher education. The methodology included the selection of five subject schools that are historically black colleges and universities (HBCUs) with dance programs in North Carolina, South Carolina, and Georgia. The schools include public and private institutions, large and small, and those with and without dance degree programs. Extant resources were reviewed, including school websites, library holdings, curricula, archival data, and social media resources with the data sorted, coded, and interpreted in two data chapters. Analyzation of the data shows that the body of knowledge through which future dance scholars are trained and educated needs to be richly varied, diverse, and inclusive of multiple voices. This multiplicity results not only in greater accuracy of data in historical accounts, but also in greater understanding of both self and other 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.] ED579857 The Familiar and the Foreign: Dance on the Historically Black College Campus ProQuest LLC Ph.D. Dissertation, Texas Woman's University 2017-00-00 978-0-3552-6773-0 170 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:10620219 2018 As Provided JAN2020

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No Coaching (Performance) Middle School Teachers Educational Strategies Teacher Improvement Action Research Intervention Teacher Empowerment Interviews Observation Qualitative Research Disadvantaged Schools Learmond, Karen W. Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The results from the study indicated that teachers were receptive of the instructional coaching model. When instructional coaches supported teachers, they were empowered to use Marzano's nine research-based instructional strategies. The use of the strategies resulted in teachers implementing new instructional strategies. The participating teachers were from five content areas. Coaching support and teachers' use of strategies were tracked through the observation of coaching cycles. Additional data were collected from teacher and coach interviews. The researcher used a post-intervention checklist to capture data on teachers' independent use of the strategies. The study used a qualitative action research design. The themes obtained from the data revealed that teachers are willing to adopt research-based instructional strategies but they often require support in the initial phases to be able to use them effectively and confidently. Instructional coaching continues to be an effective tool to support teacher learning. Classroom teachers with a lot of experience benefit from coaching that is collaborative rather than prescriptive in nature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579858 Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher Instructional Strategies at a Title 1 Middle School: An Action Research Study ProQuest LLC D.Ed. Dissertation, Capella University 2017-00-00 978-0-3552-9831-4 155 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:10621891 2018 As Provided JAN2020

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No Second Language Learning Intonation Linguistic Input Acoustics Language Acquisition American Indian Languages Spanish Native Speakers Language Skill Attrition Language Research Video Technology Vocabulary Development Language Tests Computational Linguistics Foreign Countries Second Language Instruction Word Frequency Phonology Models Phonetics Accuracy Predictor Variables Language Maintenance Second Language Programs Riestenberg, Katherine J. Dissertations/Theses - Doctoral Dissertations Mexico (Oaxaca) EISSN- English Second language (L2) learners of tone languages do not perceive and produce the different tones of the target language with equal ease. The most common explanation for these asymmetries is that acoustically salient tones are the easiest to learn. An alternative explanation is that tones are easiest to learn when they are highly frequent in the input. This dissertation pits the acoustic salience hypothesis against the input frequency hypothesis by investigating tone acquisition among children learning Macuiltianguis Zapotec, an endangered language traditionally spoken in Oaxaca, Mexico. The learners were seven native Spanish speakers, ages 7-11, studying Zapotec through a language revitalization program. This language is ideal for testing these two hypotheses because tones with low acoustic salience (mid tones) are highly frequent, while the salient (rising and dipping) tones are low-frequency. This begs the question of how learners make use of these competing factors. The study used a video corpus of classroom language and periodic learning measures collected over a ten-month period. Tone token and type frequencies, lexeme frequencies, and relative word frequencies were calculated from the corpus. Vocabulary tests and tone production tests were administered at four time points, and learners also completed a tone perception test and an elicited imitation task. The results show that learners were best at producing mid and rising tones but at perceiving dipping tones. Acoustic salience, tone frequency, and relative word frequency all predicted tone production accuracy. In addition, tone frequency predicted the rate of tone false alarms produced. That is, learners produced high rates of mid tones regardless of the tone target. However, acoustic salience was the best predictor of tone accuracy as measured through "d'" scores, a statistic that takes response bias into account. That is, learners gave correct productions for the salient rising and dipping tones more often than they produced these tones in error. Acoustic salience and input frequency therefore both play important roles in tone learning, but they influence different aspects of development. The findings emphasize the importance of employing models of L2 phonology that allow for both phonetic substance and statistical properties to drive acquisition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579859 Acoustic Salience and Input Frequency in L2 Lexical Tone Learning: Evidence from a Zapotec Revitalization Program in San Pablo Macuiltianguis ProQuest LLC Ph.D. Dissertation, Georgetown University 2017-00-00 978-0-3552-3922-5 303 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10621953 2018 As Provided JAN2020

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No Mentors At Risk Students African American Students Males Student Attitudes Academic Achievement Job Placement Undergraduate Students Control Groups Experimental Groups Correlation Graduate Surveys Alumni Academic Persistence Lavallais, Thomas Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Higher Education This study attempted to measure the impact of mentorship on at-risk African American male's undergraduates' persistence, perception of achievement, and their post-graduate job placement. The results based on a sample size of 70 indicated that a statistically significant relationship does exist between the persistence rate of the control and treatment groups. However, there was no significant difference in the control and treatment group's perception of achievement, indicating that both groups positively valued mentorship and would actively participate in being mentored if it was offered to them. Furthermore, a survey was given to Four to six year alumni, who were considered at-risk African American males, on the impact of mentorship on careers and graduate school after graduation. The results based on 41 participants indicate that the participants positively correlated mentorship to their development and direction on being the best possible candidates for the job and entry into graduate 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.] ED579020 The Impact of Mentorship on At-Risk African American Males' Persistence, Perception of Achievement, and Post Graduate Job Placement at a Middle Tennessee University ProQuest LLC Ed.D. Dissertation, Trevecca Nazarene University 2017-00-00 978-0-3551-8878-3 132 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:10621210 2018 As Provided JAN2020

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No Hispanic Americans Minority Group Teachers Rural Schools Elementary Schools Disproportionate Representation Teacher Persistence Educational Resources Professional Isolation Place of Residence Faculty Workload Barriers Intervention Financial Support Grants Teacher Collaboration Communities of Practice Consciousness Raising Qualitative Research Rodriguez, Oscar Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of Hispanic/Latino teachers in rural elementary schools. The results of the study included lack of resources, lack of support, teacher isolation, heavy work load, and residency issues as barriers to Hispanic/Latino teachers' retention in rural school communities. Suggestions to mediate the barrier included improving school leadership, utilizing alternative funding sources, such as grants, promoting collaboration through Professional Learning Communities, developing diversity programs, and teachers evaluating their professional and personal 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.] ED579021 The Retention of Hispanic/Latino Teachers in Southeastern Rural Elementary Schools ProQuest LLC Ed.D. Dissertation, Northwest Nazarene University 2017-00-00 978-0-3551-6585-2 119 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:10620138 2018 As Provided JAN2020

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No Catholic Schools Elementary School Students Kindergarten Play Administrator Attitudes Teacher Attitudes Parent Attitudes Qualitative Research Case Studies Interviews Observation Classroom Techniques Academic Achievement Preferences Curriculum Design Curriculum Implementation Ramirez, Aimee Eva Dissertations/Theses - Doctoral Dissertations California (Los Angeles) EISSN- English Elementary Education Educational reforms have created a climate of accountability and high academic pressure that has resulted in a pushing down of the curriculum into early childhood education. Once a prominent pedagogical feature, play is disappearing from kindergarten. The following is a doctoral dissertation that studied administrator, teacher, and parent perceptions of play and its role within the kindergarten curriculum at a Catholic elementary school in the Los Angeles Archdiocese. Using a qualitative case study method, the study noted how play was utilized in transitional kindergarten and traditional kindergarten classrooms at the school site. Interviews, classroom observations, and document review of school publications contributed to the following findings: play was used as a reward for classroom management, adults did not commonly see the connection between play and learning, and academic achievement was valued over play. These findings were placed in the larger context of kindergarten, play, and curriculum by using a theoretical framework built on Early Child Education theories and Epstein's (2011) Parental Involvement framework. This case study highlighted factors that influenced curriculum design and implementation in kindergarten. It contributes to the effort to inform parents, teachers, administrators, and policy makers of the importance of defending play within kindergarten in light of social pressures that favor a didactic kindergarten 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.] ED580582 "When Do We Play?": Administrator, Teacher, and Parent Perceptions of Play in a Catholic Kindergarten Classroom ProQuest LLC Ed.D. Dissertation, Loyola Marymount University 2017-00-00 978-0-3554-5564-9 245 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:10641111 2018 As Provided JAN2020

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No Self Management Special Education Disabilities Intervention Evidence Based Practice Behavior Problems Outcomes of Treatment Bulla, Andrew J. Dissertations/Theses - Doctoral Dissertations EISSN- English The U.S. Department of Education (2015) indicated that about 95% of students with special education eligibility receive some form of education in the general education setting. Students with disabilities tend to engage in more disruptive behaviors than their non-disabled peers (e.g., Murphy, Beadle-Brown, Wing, Gould, Shah, & Homes, 2005). If teachers are spending more time managing disruptive behaviors, time allocated to instruction is lost. Self-management is one evidence-based intervention that has shown consistent effects on increasing on-task behavior and decreasing disruptive behaviors. Although feasible at the individual level, previous research has identified that class-wide self-management interventions may be efficacious but not feasible to implement (Chafouleas, Hagermoser Sanetti, Jaffery, & Fallon, 2011). The current study sought to evaluate the "Self & Match" system (Salter & Croce, 2015), a self-management intervention with a "teacher match" component, embedded within a dependent group contingency, and observe the effects of the intervention on disruptive and on-task behaviors. Results suggest that the intervention may be somewhat effective for mildly disruptive students, but does not appear to overpower competing contingencies for more disruptive students, although performance seemed to improve toward the end of the second intervention phase. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580583 Self-Management as a Class-Wide Intervention: An Evaluation of the "Self & Match" System Embedded within a Dependent Group Contingency ProQuest LLC Ph.D. Dissertation, Western Michigan University 2017-00-00 978-0-3552-6886-7 115 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:10659503 2018 As Provided JAN2020

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No African American Students Elementary School Students Academic Achievement Urban Youth Grade 3 Grade 5 STEM Education Statistical Analysis Minority Group Students Disadvantaged Schools Educationally Disadvantaged Urban Schools Anderson, James Sebastian Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Elementary Education The researcher investigated the achievement of third- and fifth-grade urban African American students who attended science, technology, engineering, and mathematics (STEM), Non-STEM, and Theme Title I schools in science and mathematics on the 2015 Georgia Milestones Assessment. The researcher used data from 29 Non-STEM, 14 STEM, and 10 Theme schools located in 10 metropolitan school districts in the state of Georgia. Upon conducting a one-way ANOVA, there was a statistically significant difference (p = 0.05) in the science and mathematics achievement scores among urban Non-STEM Title I schools, STEM Title I schools, and Theme Title I schools (ranked from lowest to highest). In addition, the researcher investigated the extent racial composition, socioeconomic status (SES), attendance, and discipline issues were predictors of academic achievement for third and fifth graders from the same Georgia 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.] ED579024 Academic Success of Urban African American Elementary Students in Title I Schools ProQuest LLC Ed.D. Dissertation, Lincoln Memorial University 2017-00-00 978-0-3551-8883-7 106 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:10621722 2018 As Provided JAN2020

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No Mathematics Instruction Kindergarten Grade 3 Grade 6 Spatial Ability Mathematics Skills Scores Age Differences Evaluation Methods Student Evaluation Familiarity Novelty (Stimulus Dimension) Correlation Freer, Daniel Dissertations/Theses - Doctoral Dissertations EISSN- English Kindergarten This cross-sectional study assessed the relation between spatial skills and mathematics in 854 participants across kindergarten, third grade, and sixth grade. Specifically, the study probed for a threshold for spatial skills when performing mathematics, above which spatial scores and mathematics scores would be significantly less related. This study explored the relation of spatial and mathematics skills in three ways: age, type of spatial assessment, and whether the mathematics was new or already taught. Students were assessed on a battery of spatial and mathematical assessments. Spatial thresholds were discovered using a segmented regression analysis based on age and based on whether the mathematics was new or already taught, but not based on type of spatial assessment. Specifically, a spatial threshold was found in mathematics overall, in third and sixth grade students, in new and already taught mathematics for kindergarteners, in new mathematics for third graders, and in new mathematics for sixth graders. Thus, a spatial threshold was found in these instances: the relation between spatial and mathematics scores significantly decreased for students who had spatial scores above a threshold, relative to students below the spatial threshold. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579025 The Threshold Hypothesis Applied to Spatial Skill and Mathematics ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3552-1954-8 112 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:10621740 2018 As Provided JAN2020

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No Principals Readiness Positive Behavior Supports Intervention Mental Health Mental Health Programs Program Implementation Interdisciplinary Approach At Risk Students Multiple Regression Analysis Predictor Variables Data Analysis Student Needs Ecker, Andrew Joseph Dissertations/Theses - Doctoral Dissertations New York (New York) EISSN- English Approximately 20% of youth in the U.S. are experiencing a mental health challenge; a rate that is said to increase by more than 50% by 2020. Schools are the largest provider of mental health services to youth, yet two of schools' most efficacious evidence-based systems, Positive Behavioral Interventions and Supports (PBIS) and school mental health (SMH), often exist in isolation. Interconnected Systems Framework (ISF) unites these two systems to improve school and life outcomes for all students, but especially, students who struggle with or are at risk of developing mental health challenges. The current study measured New York City metropolitan area principals' initial readiness to implement ISF. This researcher found that principals in schools that implemented PBIS indicated significantly greater levels of initial readiness to implement ISF than principals in schools that did not implement PBIS. Sequential multiple regression models showed the variance of independent variables, elements of ISF, that predicted initial readiness to implement ISF. The elements "teaching appropriate behaviors to all students" and "acknowledging all students for behavioral achievement, school-wide," serve as strong recommendations for principals in the exploration and adoption stage of ISF. As policy makers prepare for the new presidency and the inception of the Every Student Succeeds Act (ESSA), they should reflect on the goals, strengths, and needs of their students and equip students, families, schools, and communities so they can be achieved. Although most of data analysis yields to no significance, that in and of itself is significant. Student need and implementation challenges are consistent across the region. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579860 Initial Principal Readiness to Interconnect Positive Behavioral Interventions and Supports and School Mental Health: A Sequential Multivariate Exploratory Analysis ProQuest LLC Ed.D. Dissertation, Manhattanville College 2017-00-00 978-0-3552-6778-5 252 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:10621987 2018 As Provided JAN2020

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No College Athletics Intercollegiate Cooperation Private Colleges Enrollment College Students Athletes Qualitative Research Case Studies Cost Effectiveness Enrollment Management Bruder, Heather J. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The number of students at colleges and universities throughout the country continues to decline at a substantial rate. One group that has been affected dramatically by this increasingly competitive marketplace is small private institutions. Many of these institutions are members of the National Collegiate Athletic Association's (NCAA) Division III. The gradually changing student demographics, worsening economic conditions and ever-changing technological advances have greatly impacted who, how, why, when and where students are recruited at small, private colleges participating in NCAA Division III athletics. Athletic affiliation of small, private colleges indicates the reputation and brand strength of the institution to attract students, resources and revenue. Despite the added expense of creating or adding athletics programs, many campus leaders have implemented athletic programs in attempt to gain an advantage in the recruitment of student-athletes to help meet enrollment goals at their tuition driven institutions. The problem is that enrollment-driven, tuition-dependent, small, private institutions participating in NCAA Division III athletics continue to face rising costs, burgeoning debt and falling credit ratings each year making it more and more difficult for campus leaders to justify encouraging and supporting athletics on their campuses. The purpose of this qualitative multiple case study was to gain insight and understanding into the facilitators of enrollment at small private NCAA Division III institutions in the Midwest in order to determine the cost-benefit of intercollegiate athletics programs within a ten-year period. A purposive sampling strategy was used to ensure that the 11 most relevant NCAA Division III institutions in the Midwest that experienced enrollment growths from the academic years from 2005 to 2014 were studied as well as those who saw declines in order to maximize variation. Findings revealed that although there is evidence and acceptance of using athletics as facilitators of enrollment at small, private NCAA Division III institutions in the Midwest, formalized enrollment management strategies using athletics as facilitators is not a guiding philosophy and practice for most academic institutions. The findings indicated a gap between operationally and structurally defining enrollment management and the formalized structure supporting it. Results also indicated that participants recognized current challenges of determining if athletics was appropriate to use as an enrollment management strategy. The primary factors included the number of athletics programs, coaching model dynamics, roster sizes, mission, vision, culture and operational support surrounding its implementation and the ROI or cost-benefit involved in this investment. Future research may be expanded to implement specific standards, processes and procedures which could help campus leaders combat the many enrollment management challenges, understand the current challenges of determining if athletics is appropriate to use as an enrollment strategy, and help determine what impacts and how much athletics affects non-student-athletes' decisions to attended and remain at an institution. The significance of future research into the insight and clarification of factors impacting the use of athletics as facilitators of enrollment will help expand the knowledge about using athletics as facilitators of enrollment 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.] ED579861 Athletics Programs as Facilitators of Enrollment at Private NCAA Division III Institutions in the Midwest ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-2083-1 144 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:10622275 2018 As Provided JAN2020

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No Phenomenology Beginning Teachers Teaching Experience Elementary School Teachers Secondary School Teachers Grading Academic Standards Hermeneutics Educational Practices Interviews Data Analysis Coding Interrater Reliability Preservice Teacher Education Student Teaching Faculty Development Student Evaluation Teacher Student Relationship Theory Practice Relationship Mentors Communities of Practice Teacher Collaboration Teacher Responsibility Accountability Battistone, William A., Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Problem: There is an existing cycle of questionable grading practices at the K-12 level. As a result, districts continue to search for innovative methods of evaluating and reporting student progress. One result of this effort has been the adoption of a standards-based grading approach. Research concerning standards-based grading implementation has resulted in an abundance of strategies to change existing practices used by educators. Very little attention has been given to the experience of new educators, who are still developing their educational pedagogy and practice for the first time. Procedures: This hermeneutic phenomenology (Heidegger, 2008; Van der Zalm & Bergum, 2000) explored the lived experience of 11 first or second year teachers in districts currently utilizing a standards-based grading approach. The research question for this study was: What is the lived experience of first or second year K-12 educators in districts using standards-based grading policies? This overarching research question was supported by five supporting sub- questions, which utilized Senge's (2006) Five Disciplines of the Learning Organization as a conceptual framework. Purposeful, criterion, and stratified purposive sampling were all used for recruiting participants for this study (Creswell, 2014; Salmons, 2010; Van der Zalm & Bergum, 2000). Data was collected using a three-interview approach recommended by Seidman (2013), including life history, details of experience, and reflection on the meaning. Additional data gathered included supplemental materials and researcher reflections. The data analysis process included coding, triangulation, member-checking, and inter-coder agreement. Findings: Findings were communicated in a descriptive and interpretive method, in order to gain understanding of a specific phenomenon (Heidegger, 2008; Van der Zalm & Bergum, 2000). Data analysis resulted in the following findings: (a) inconsistencies with grading and assessment preservice training, (b) student teaching experiences, (c) professional development practice concerning grading and assessment, (d) focusing on connections with students, (e) navigating the traditional K-12 assessment model, (f) experiences of new teachers as K-12 students, (g) grading based on standards, (h) inconsistencies in SBG implementation, (i) balancing theory and practice, (j) the role of mentors, (k) the function of PLCs, (l) the role of new educators on teacher teams, (m) the responsibility of teachers to grade student work, (n) holding students accountable for their work, and (o) translating a number to a letter grade. Conclusions: Varying experiences in preservice programs, the presence of a mentor, a lack of consistent SBG implementation, and fundamental misunderstandings of the standards-based grading system create a unique lived experience for the new educators. Recommendations: Preservice programs should be providing more specific training for new educators in the areas of assessment and grading. Preservice educators would benefit from more explicit instruction concerning assessment and grading; specifically, preservice programs should explore implementing a specific assessment and grading course. Districts that are currently utilizing a standards-based model should ensure consistent implementation of SBG building and district-wide, as well as adopt a competency-based professional development model for their teachers concerning grading and assessment practice. It is essential for districts to consistently and accurately communicate the rationale for SBG to their respective faculties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579026 A Phenomenological Study on the Lived Experience of First and Second Year Teachers in Standards-Based Grading Districts ProQuest LLC Ph.D.(Educ.) Dissertation, Drake University 2017-00-00 978-0-3551-7105-1 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10621249 2018 As Provided JAN2020

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No Hispanic American Students Qualitative Research Professional Identity Counselor Training Counselor Educators Doctoral Programs Interviews Student Attitudes Ethnicity Graduate Students Locke, Anna Flores Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Using a basic qualitative research design, this author interviewed eight Latino doctoral students in counseling programs about their professional identity development experiences. The author analyzed the data from a Latino Critical Race theoretical perspective to explore the ways in which power and privilege played a role in the participants' professional identity development as Latino doctoral students in a predominantly White American profession. The results supported that ethnicity played a central role in the participants' experiences navigating professional identity within a predominantly White American profession. The three themes that emerged were: (1) being one of the few, (2) navigating professional identity development, and (3) becoming a Latino counselor educator. Further, the participants' professional identity development was like a roller coaster and proceeded in a less linear fashion than the current models explained. The implications for the counseling profession, counselor education, counseling doctoral programs, and Latino doctoral students included: promoting inclusion, creating community, and providing 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.] ED579027 Latino Doctoral Students in Counseling Programs: Navigating Professional Identity within a Predominantly White American Profession ProQuest LLC Ph.D. Dissertation, Montclair State University 2017-00-00 978-0-3551-6639-2 328 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:10620221 2018 As Provided JAN2020

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No College Students College Mathematics Mathematics Education Algebra Learning Motivation Mathematics Achievement Rewards Statistical Analysis Comparative Analysis Bilbrey, Joshua Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Higher Education Faced with meeting the challenges that school districts have for the pass rates set before them by the state many schools have looked for new ways to engage their students and increase competency in the class. Intrinsically motivated students have always been shown to have a higher success rate compared to the students that do not possess this type of motivation. Likewise, it has also been shown that a rewards based system can increase motivation and competency but not always long term. The idea that extrinsic factors such as rewards reduce long-term motivation and autonomy was challenged in this study. Thus, the relationships that were focused on were those of the lower motivated students in a college algebra classroom compared to the mid-level and highly intrinsically motivated students. The participants of the study were from a North Texas University that has a diverse population of College Algebra students. This study was performed and analyzed using a quantitative research design, where a paired t-test was used to analyze the overall effect of a reward based system on student's intrinsic motivation. To delve deeper into the effects of a rewards based system an ANCOVA was used to see if students at different levels of intrinsic motivation were effected differently than their counterparts. The results of this study were not in favor of rewards producing intrinsic motivation in students but future research is necessary due the financial, time and other limitations 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.] ED580068 The Positive Effects Extrinsic Motivation Can Have on Intrinsic Motivation in a Math Classroom ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-9686-7 104 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:10634623 2018 As Provided JAN2020

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No Statistical Analysis Comparative Analysis Block Scheduling Cognitive Processes Difficulty Level Mathematics Instruction Academic Achievement High School Freshmen Algebra Secondary School Mathematics Nogler, Tracey A. Dissertations/Theses - Doctoral Dissertations Arizona (Phoenix) EISSN- English High Schools The purpose of this quantitative causal-comparative research was to examine if and to what extent there were differences in students' cognitive load and the subsequent academic performance based on block bell schedule and traditional bell schedule for freshmen in Algebra 1 in the Southwestern United States. This study included students from two Phoenix area high schools enrolled in Algebra 1 during the spring semester of the 2016-2017 school year; one school on a traditional bell schedule and one school on a block bell schedule. This causal-comparative study addressed the two research questions: first, is there a statistical difference among freshman student cognitive load in Algebra 1 measured by Paas' (1992) Nine Point Mental Effort Rating Scale between 90-minute block schedule and 50-minute traditional schedule? And second, is there a statistical difference in freshman student academic performance based on a 90-minute bell schedule in Algebra 1? The statistical analysis showed there is a statistical difference among student cognitive load in Algebra 1 between 90-minute block schedule and 50-minute traditional schedule; t(38) = 2.428, p = 0.020. However, the results also showed that there is no sufficient evidence from the study to support that there is a statistical difference in student academic performance based on a 90-minute bell schedule and 50-minute bell schedule in Algebra 1. The results suggested that there are meaningful theoretical and practical conclusions that may be beneficial to researchers, teachers, schools, and districts for the future 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.] ED580069 A Quantitative Causal-Comparative Study Examining the Effect of Block and Traditional Bell Schedules on Cognitive Load and Mathematics Academic Performance in High School Freshmen of the Southwestern USA ProQuest LLC Ph.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-5443-0 159 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:10635061 2018 As Provided JAN2020

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No Mixed Methods Research Music Music Education Research Projects Music Teachers Musicians Beason, Christine F. Dissertations/Theses - Doctoral Dissertations Texas Texas Essential Knowledge and Skills EISSN- English This research project was designed to determine if the Model Cornerstone Assessment for Performance, Proficient level, published by the National Association for Music Education would be an appropriate tool to use to demonstrate student growth as one element of teacher evaluations, specifically the T-TESS. This study focused on four main research questions: 1. Does the MCA satisfy the Texas Essential Knowledge and Skills (TEKS) in music, and if so, which ones? 2. Does this assessment demonstrate student growth, and in what ways? 3. How do Texas ensemble teachers modify and use this assessment? 4. Does this assessment improve learning, and does it have transferable skills? The researcher conducted an embedded mixed methods design during spring 2017 in one Texas school district, using surveys and interviews to gather data concerning Questions 1, 2, and 3. Data for questions 2 and 4 was gathered through the evaluation of recordings from six participating bands, three treatment bands and three comparison bands. The treatment bands recorded two pieces of music each; one piece received direct treatment, and a second piece to test for possible transferable effects. Qualitative results show the band directors perceive this tool does satisfy the TEKS, and does demonstrate student growth. Each of the band directors successfully modified the assessment in some way. Quantitative data showed a significant difference in the pieces of music receiving direct treatment, although with only a small effect size (11.0%). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580070 Mixed Methods Design Study Investigating the Use of a Music Authentic Performance Assessment Tool by High School Band Directors to Measure Student Musical Growth ProQuest LLC Ed.D. Dissertation, Texas Wesleyan University 2017-00-00 978-0-3553-7556-5 141 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:10635066 2018 As Provided JAN2020

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No College Faculty Transfer of Training Supervisors Focus Groups Interviews Case Studies Qualitative Research Supervisor Supervisee Relationship Supervisory Training Administrator Role Wills, Kimberly Kay Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education With billions of dollars being spent annually on training and a low return on investment for training being achieved, it was imperative to understand the role of supervisors and how they influenced training transfer. The specific problem was that no research had examined the hierarchical role of supervisors of faculty in the college and university settings, both for-profit and public, and their influence on training transfer. The purpose of this study was to explore what faculty members (full-time and part-time) at for-profit and public colleges and universities who have completed training directly related to their jobs within the last three years considered to have the most influence on knowledge transfer: involvement of direct supervisor (department chair), involvement of mid-level supervisor (dean), or involvement of executive supervisor (vice president or president). Three research questions asked (a) how supervisor support influenced college and university faculty training transfer in the United States, (b) why the role of supervisors in training transfer (or knowledge transfer) of university faculty was important, and (c) how college and university faculty played a role in training transfer. A qualitative methodology with an exploratory, single case study design was utilized with one-on-one and focus group interviews. Data from interviews and literature was analyzed with QSR NVivo 11 software. The findings demonstrated that although supervisor support does influence training transfer, the hierarchical level of the supervisor providing support does not make a significant difference in training transfer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580071 The Influence of Supervisor Support Hierarchy on College and University Faculty Training Transfer Leading to Knowledge Transfer ProQuest LLC D.B.A. Dissertation, Capella University 2017-00-00 978-0-3553-3882-9 145 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:10634707 2018 As Provided JAN2020

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No Rural Areas School Community Relationship Community Role Partnerships in Education Qualitative Research Disabilities Transitional Programs School Business Relationship Community Organizations Semi Structured Interviews Job Skills Mahiko, Joy Dissertations/Theses - Doctoral Dissertations EISSN- English Although many public schools in the United States are located in rural areas, the literature on rural youth is extremely limited, and the literature on rural youth with disabilities is practically absent. The purpose of this study was to gather the perspectives of community partners regarding rural school-community partnerships and provide an understanding of (a) the community's role, (b) how connections in rural communities were formed, and (c) how school-community partnerships can be strengthened. This study added to the existing literature on rural school-community partnerships by providing a deeper understanding of the processes that influence the phenomenon of transition to work for rural youth with disabilities. Employing a basic qualitative research design, information from this study was captured regarding community members' perspectives on their roles and experience partnering with rural schools to transition youth with disabilities to work. The target population consisted of community members who represented businesses and community organizations who had purposefully connected with a rural school to support youth with disabilities transitioning to work. The sample included 10 participants who took part in semistructured, one-on-one interviews to describe their experiences. Data analysis revealed the roles of the community partners and the processes they used to secure school-community partnerships. The findings indicated that the community played a vital role in transitioning youth with disabilities to work and that it took time for the community partners to adjust to their new roles of supporting youth with disabilities in the workplace. The findings provide valuable insight on how rural schools can sustain, improve, and expand their community partnerships and experiences for students with disabilities. Opportunities for future research include identification of work training opportunities for rural students with disabilities, exploration of the types of transition assessments and work skills that promote transition to work, and research with a larger sample to improve generalizability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580072 Community Connections: Supporting Rural Youth with Disabilities Who Are Work-Bound ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-5445-4 177 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:10635334 2018 As Provided JAN2020

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No Reflection African American Students Qualitative Research Reading Comprehension Teacher Attitudes Administrator Attitudes Disproportionate Representation Teaching Methods Elementary School Students Intervention Culturally Relevant Education Student Empowerment Social Justice Equal Education English Language Learners Gifted Talent Instructional Development Urban Schools Elementary School Teachers Mozer, Bonnie Dissertations/Theses - Doctoral Dissertations California EISSN- English Elementary Education This research project offers educators a close and intimate view of the researcher's personal teaching efforts and a reflective account of responses to instruction. This qualitative reflective self-study includes written records of attempts to create and deliver reading comprehension lessons. It also includes a detailed account of how the researcher's reflections and insights affected lesson design as well as her responses to the academic, social, and emotional needs of the students. Furthermore, this self-study examines how teachers' and administrators' attitudes impact teaching and learning, with a thoughtful emphasis on how the gifts of under-represented students may be used in effectively planning instruction. Specifically, this self-study presents how reflection is used to examine the application of various teaching strategies with eight elementary school students attending a reading comprehension intervention class at an urban school in California. The researcher chronicles her use of culturally relevant teaching practices grounded in high expectations, and a belief in the importance of student empowerment for the purpose of increasing social justice and equity for all students. In this study, reflective notes of lessons are presented. Additionally, how the lessons were designed in order to create opportunities for a small group of African American and English Language Learner students to use their talents and gifts to improve comprehension of text are detailed. This teacher-research study provides insights on how a cycle of deep reflection and consideration of planned instructional actions and design might be improved. As part of the reflection and instructional planning process described in this study, there is focus on the students' thinking and learning processes and domains that support the students as they become self-empowered, independent, and confident readers. The examination of the thinking process of the students, as well reflection and self-examination of instruction by the teacher-researcher, are the center of study. Ultimately, a vivid story unfolds of how both the students and teacher-researcher become more empowered as gifted readers, writers, and communicators of 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.] ED580073 How Reflection Leads to Unlocking the Gifts of the African American and English Learner Student ProQuest LLC Ed.D. Dissertation, Mills College 2014-00-00 978-0-3553-5862-9 118 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:10635340 2018 As Provided JAN2020

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No Second Language Learning Second Language Instruction Online Courses Prediction Measures (Individuals) Student Surveys Interviews Student Attitudes Self Esteem Metacognition Independent Study Learning Motivation Learning Readiness High School Students Introductory Courses Sparks, Lynne Marie Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study was designed to ascertain the attributes that determine readiness for the online foreign language student. In addition, questions used in the Educational Success Prediction Instrument 2nd Version, ESPRI V-2, an instrument created to test online readiness for secondary students, were presented to the participants to determine if the instrument would be efficient to evaluate online foreign language readiness. Those surveyed and interviewed were online instructors of foreign language who: taught the foreign language at least two years; taught foreign language at least six months online; and were willing to participate. Data were gathered via a 25 question Google Survey, as condensed by John Siko (2014), which included four open ended questions pertaining to foreign language instructors' experience and opinions as well as one to assess their willingness to participate in an interview. The results led to verification of the appropriateness of four attributes used in the ESPRI V-2: achievement and self-esteem beliefs (motivation), responsibility/risk-taking, technology skills and access, and organization and self-regulation (learner autonomy). In addition, a sub-component of motivation, or having a concrete motive for learning the foreign language, was found to be an indicator for online FL readiness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579028 Educational Success Prediction Instrument 2nd Version: A Foreign Language Perspective on Readiness to Take a Beginner High School Foreign Language Online Course ProQuest LLC Ed.D. Dissertation, Piedmont College 2017-00-00 978-0-3551-7044-3 161 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:10621304 2018 As Provided JAN2020

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No Sexually Transmitted Diseases Prevention At Risk Persons Young Adults Statistical Analysis Sexuality Health Behavior Access to Information Theories Beliefs Behavior Theories Surveys Information Sources Internet Multiple Regression Analysis Correlation Self Concept Robison-Chadwell, Amanda Dissertations/Theses - Doctoral Dissertations EISSN- English Sexually transmitted diseases (STD) are preventable conditions for which treatment failure (specifically in gonorrhea) is becoming problematic. U.S. young adults (20-29 years) have high rates of STD incidence and prevention of these diseases, but reaching them to provide primary prevention educations is challenging due to low perceived susceptibility to infection and lack of knowledge about how young adults seek health information. The purpose of this quantitative survey study was to assess the association between perceived susceptibility to STDs, sexual risk behavior, and the acquisition of health information as it pertains to sexual health topics in young adults. The Health Belief Model (HBM) and the Theory of Planned Behavior (TPB) were used in combination as the theoretical foundation of this study. Data collection was done using an adapted version of the Health Information National Trends Survey (HINTS), the Condom Use Self Efficacy Scale (CUSES), and an adapted version of the Marin County (California) Health Department's Sexual Risk Survey. There were 128 eligible participants and analysis of the data showed that the internet was the primary source of both general health information (87.5%) and STD specific health information (75.8%). A multiple regression analysis showed that there was no statistically significant correlation between perceived susceptibility and health information seeking or sexual risk (p > 0.05). This can aid in positive social change by prompting additional research on the subject of STD prevention in young adults through the design and dissemination of tools for education that may reduce the rate of STDs or other health ailments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579029 U.S. Young Adults STDs, Risk Perception, Risk Behaviors, and Health Information Seeking ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3551-6949-2 146 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:10620272 2018 As Provided JAN2020

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No Labor Force Business Leadership Advisory Committees Geographic Regions Nonprofit Organizations Comparative Analysis Case Studies Sampling Surveys Professional Development Leadership Training Administrator Education Cooperation Information Technology Delivery Systems Johnson, Sharon Humphreys Dissertations/Theses - Doctoral Dissertations EISSN- English The ability of a region to remain competitively viable is dependent upon attracting new business and retaining existing businesses (Good & Strong, 2015). In many instances, regional growth depends on the workforce and the region's ability to develop a talent pipeline of existing or accessible workers (Blakely & Leigh, 2010). The passage of the Workforce Innovation and Opportunity Act (WIOA) increases the expectations of local workforce board leadership. The WIOA vision for Local Workforce Development Boards (LWDB) is to serve as strategic leaders and act as conveners of regional workforce system partners, stakeholders, and businesses to develop new structures for working with regional economies, and engaging stakeholders to jointly lead the regional workforce system (Copus et al., 2014; Innovation and Opportunity Network, 2016). This study examined how LWDBs align with exemplary LWDB operational indicators and effective nonprofit board behavioral characteristics, as perceived by LWDB members. In addition to LWDB member perceptions, private and public sector board member perceptions were compared to determine differences in perceptions between the two governing groups. A non-experimental, descriptive, cross-sectional study was conducted to investigate the research objectives. Purposive, expert, non-probability sampling was used to identify a finite population of LWDB members. A census design approach was used to survey 226 local board members serving on 13 LWDBs in Virginia. Data was collected using a researcher developed, group-administered survey. Study findings reveal LWDB members perceive local boards perform the majority of operational and behavioral activities as highly functioning LWDBs and nonprofit boards. Local Board members perceive they do not receive enough training, do not participate in annual retreats to support group training and planning, and do not plan for executive director professional development and continuing education. Few opportunities are presented to collaborate with LWDB leaders from other workforce areas and uncertainty exists regarding the use of technology resources to support and expand service delivery. LWDB members and executive directors are challenged to develop strategic local boards who contribute to regional economic viability through workforce 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.] ED579057 Local Workforce Development Boards: Alignment with Operational Indicators and Behavioral Characteristics ProQuest LLC Ph.D. Dissertation, The University of Southern Mississippi 2017-00-00 978-0-3552-1576-2 259 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620528 2018 As Provided JAN2020

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No Models Academic Achievement Teacher Evaluation Performance Based Assessment Evaluation Methods Predictor Variables Correlation Scores Value Added Models Student Characteristics Teacher Effectiveness Statistical Analysis Regression (Statistics) Goldhaber, Dan Walch, Joe Gabele, Brian Reports - Research North Carolina Center for Education Data & Research (CEDR) English Policymakers appear increasingly inclined to utilize measures of student achievement, often state assessment results, to inform high-stakes teacher personnel decisions. This has been spurred on by the federal government's Teacher Incentive Fund (TIF) and Race to the Top (RttT) grant programs, each of which urge states and localities to tie teacher performance to compensation, renewal, and tenure. While conceptually simple, the idea of using student outcomes as a teacher performance measure is complex to implement for a variety of reasons, not least of which is the fact that there is no universally agreed upon statistical methodology for translating student achievement measures into teacher performance. This report uses statewide data from North Carolina to evaluate different methodologies for translating student achievement results into teacher performance. In particular, the report focuses on the extent to which there are differences in teacher effect estimates generated from different modeling approaches and to what extent classroom level characteristics predict these differences. Findings are consistent with research that finds models including student background and classroom characteristics are highly correlated with simpler specifications that only include a single-subject lagged test score, while value-added models (VAMs) estimated with school or student fixed effects have a lower correlation. Interestingly, teacher effectiveness estimates based on median student growth percentiles are highly correlated with estimates from VAMs that include only a lagged test score and those that also include lagged scores and student background characteristics, despite the fact that the two methods for estimating teacher effectiveness are, at least conceptually, quite different. However, even when the correlations between job performance estimates generated by different models are quite high, differences in the composition of students in teachers' classrooms can have sizable effects on the differences in their effectiveness estimates. ED579058 Does the Model Matter? Exploring the Relationship between Different Student Achievement-Based Teacher Assessments. CEDR Working Paper. WP #2012-6 Center for Education Data & Research 2012-08-10 Spencer Foundation 58 Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us N/A http://ww.cedr.us/papers/working/CEDR%20WP%202012-6_Does%20the%20Model%20Matter.pdf 2018 77 ERIC JAN2020 ED576984

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No Educational Quality Educational Assessment Efficiency Public Schools School Districts Data Analysis Replication (Evaluation) Academic Achievement Scores Achievement Tests Regression (Statistics) Enrollment Expenditure per Student Minority Group Students Economically Disadvantaged Teacher Characteristics Masters Degrees Qualitative Research Thompson, Jeremy Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Higher Education Policymakers and professional educators attempt to be good stewards of public funds while simultaneously raising expectations for student outcomes that reflect academic excellence in the public school system. The purpose of this study was to determine the efficiency of Texas public school districts and the factors influencing the inefficiency of districts. This study is a replication of a similar efficiency study conducted by Carter (2012), which considered student performance in the 2009-10 school year on the TAKS tests. This study utilized quantitative research methods to gather data, and implemented data envelopment analysis (DEA) to calculate a relative efficiency score for 1015 Texas public school districts using student performance data from the STAAR tests in 2014-15. Districts were categorized, and then district efficiency scores were graphed against student achievement measures on a framework that compared effectiveness to efficiency. Then, regression analysis was utilized to identify the effect of four discretionary inputs and four non-discretionary inputs on the relative efficiency of each district. School district efficiency was found to be significantly and positively affected by a district's total student enrollment and total expenditures for instruction per student, and negatively influenced by the percentages of non-white and economically disadvantaged students, and by the percentage of teachers with Master's Degrees. The results of this study have implications for policymakers, educational professionals, and taxpayers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579862 Evaluating Educational Efficiency in Texas Schools Utilizing Data Envelopment Analysis ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2017-00-00 978-0-3553-6949-6 158 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:10619565 2018 As Provided JAN2020

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No High School Graduates Student Attitudes Online Courses Remedial Programs Credits Phenomenology Case Studies Interviews Academic Support Services Academic Persistence Technology Uses in Education Stress Variables At Risk Students Best Practices Student Needs Individual Needs Profiles Individualized Instruction Currier, Clay W. Dissertations/Theses - Doctoral Dissertations Texas EISSN- English High Schools This phenomenological case study explored student experiences in a technology-based credit recovery program at several central Texas high schools. Students shared their perceptions about utilizing technology-based credit recovery environments. Participants in this study were ten high school graduates who had completed credit recovery courses at high schools within various central Texas districts. The participant interviews were electronically recorded using lapel microphones, verbatim transcribed, reviewed for accuracy, thematically coded, and summarized. Findings included flexibility for academic support, student academic perseverance, supportive staff, school assigned technology, technological limitations and high student stress levels. Understanding the profile of a credit recovery student and an at-risk student, serves to illuminate best practices for technology-based credit recovery courses. Students enrolled in a technology-based learning environment have individual learning needs, and understanding the specifics of each student allows for differentiation by classroom facilitators and supports by district and campus administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579863 Diploma Recovery: High School Graduates' Perceptions of Online Credit Recovery Programming ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2017-00-00 978-0-3553-6958-8 128 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:10619640 2018 As Provided JAN2020

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No Mentors Case Studies At Risk Students Males African American Students Student Attitudes Ethnography Middle School Students Qualitative Research Academic Achievement Student Behavior Grades (Scholastic) Transitional Programs High School Students Hixon, Mycal Ryan Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools The purpose of this ethnographic case study was to help identify some of the impacts that school-based mentoring programs can have on African American middle school males, as well as student perceptions of mentoring and its impact. The study also sought to contribute to the literature addressing how consistent, successful mentoring can serve as a guideline for giving African American males information about best practices on behavior and grades, and ensuring that they have the skills necessary to make a successful transition from middle school to high school. Using qualitative ethnographic methods, the case study approach was utilized that specialized in interviews, observations, audio and video data, document collection, and focus to answer research questions that involved the impact of mentoring on the academic performance and behavior of three, at-risk, African American males. The study also provided data on student perceptions of mentoring. The findings add to the current knowledge base related to reducing the discipline gap and how supportive adult relationships improve student behavior and academics. Further, it confirms the practices of mentoring and expands knowledge about a culturally relevant kind of caring for at-risk, African American males. The results were significant, as improvements were noted in grades, and 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.] ED579320 Mentoring Perceptions: A Case Study of At-Risk, African American Males Involved in a School-Based Mentoring Program and Their Perceptions of Mentoring ProQuest LLC Ed.D. Dissertation, University of Florida 2016-00-00 978-0-3551-9629-0 149 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:10646377 2018 As Provided JAN2020

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No Consumer Economics Attitudes Energy Power Technology Preferences Policy Formation Taxes Incentives Lu, Chao-Lin Dissertations/Theses - Doctoral Dissertations EISSN- English Solar energy provides several significant advantages, such as reduction of the CO[subscript 2] emissions, increase of energy supply diversification, security of energy, and regional/national energy independence. Due to the reduced installation cost and the rapid advances in solar energy technology, the installed capacity of solar power has been increasing over time in the United States. Nevertheless, the solar energy capacity and policies differ significantly across the states. Thus, determining the consumers' preferences for solar energy and policies is critical for future solar energy policy development. In this study, we used the stated preference methods to elicit consumer preference for solar energy and determine the impact of solar energy policy on consumers' support of solar energy. Our results show that consumers' mean WTP was $24.110 per month for ITC, 2.5 times higher than rebate programs (i.e. $9.631) and 4 times higher than production incentives (i.e. $6.889). Consumers' mean WTP for property tax incentives ($24.691 per month) was 2.8 times higher than net metering (i.e. $8.804) and 1.16 times higher than sales tax incentives (i.e. $21.197). The fact that ITC and property tax incentives have high WTP values indicates that the respondents prefer to accept direct subsidy when they install the solar energy system. The results of the study could facilitate the development of the solar policy instruments that can more effectively encourage the solar energy adoption and extend the public understanding of the environmental and economic aspects of solar energy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579321 The Determinant of US Consumers Attitudes toward Solar Energy ProQuest LLC Ph.D. Dissertation, University of Florida 2016-00-00 978-0-3551-9660-3 128 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:10646408 2018 As Provided JAN2020

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No Phenomenology Athletes College Athletics Intercollegiate Cooperation College Environment Qualitative Research Transitional Programs Covington, Sim Jonathan, Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Intercollegiate athletics is a major segment of numerous college and university communities across America today. Student-athletes participate in strenuous training and competition throughout their college years while managing to balance the rigorous academic curriculum of the higher education environment. This research aims to explore the transition of Division III student-athletes out of the college environment through applying phenomenological analysis as a qualitative tool to investigate the participants' lived experiences. The role of Division III athletics in higher education, experiences specifically related to the Division III student-athlete population, and transition experiences as these individuals navigate out of the institution and graduate to pursue future goals will be highlighted. A goal of this study is to provide a foundation for strategic steps that can be taken by both faculty and administrative divisions of the college/university setting to address the Division III athlete population more efficiently. As the well-roundedness of all students is imperative for successful integration into adult American society, college life provides the perfect interplay between academics, social activities, and integration into the real world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579864 A Phenomenological Analysis of Division III Student-Athletes' Transition out of College ProQuest LLC Ed.D. Dissertation, Northeastern University 2017-00-00 978-0-3554-1181-2 190 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:10621407 2018 As Provided JAN2020

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No Ethics Online Courses Plagiarism Cheating Phenomenology Structured Interviews College Faculty College Students Teacher Attitudes Expectation Student Behavior Computer Software Case Studies Vignettes Teaching Methods Course Descriptions Educational Policy Modeling (Psychology) Research Papers (Students) Thompson, Jessica Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The phenomenon of unethical behavior in online courses can be problematic and is manifested in academic dishonesty. The specific problem of interest for this study was the experiences of online instructors relative to the problem of academic dishonesty in online courses needed to be better understood. The purpose of this qualitative phenomenological study was to describe the experiences of 8 online instructors relative to the phenomenon of ethical student behavior in online courses at one midwestern U.S. university. A structured interview instrument with predesigned questions was used to conduct the interviews either in person or by Skype. Probing questions were used to illicit responses that described methods used by instructors to communicate expectations and monitor behaviors. Themes were identified relative to the participants' experiences as online instructors with unethical behavior, communication of expectations, and monitoring methods. Major themes included several forms of plagiarism that instructors encounter, monitoring behavior with tracking software, and communicating expectations to students in several ways. Practical applications of the study's findings include using of case studies and scenarios as a tool to teach ethics in online classes, listing the plagiarism policy and expectations for students in the syllabus, being fair and consistent, really reading the papers turned in, and modeling ethical behavior. Further research could include interviewing a larger sample size or using instructors from multiple universities. Choosing instructors from a wider geographical and institutional range might yield more generalizable 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.] ED579865 Online University Instructors' Experiences Relative to Ethical Behavior of Students in Online Courses ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-3677-1 117 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:10620519 2018 As Provided JAN2020

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No Self Efficacy Elementary School Teachers Writing Instruction Writing Processes Statistical Analysis Correlation Teacher Surveys Burke, Beth Anne Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This quantitative study focused on examining the relationship between teacher self-efficacy and their use of writing practices in teaching writing. Participants included elementary kindergarten through fifth grade teachers in a large school district in northeastern United States. The following research questions guided this study: Is there a statistically significant relationship between overall teacher self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between teaching self-efficacy factor of personal self-efficacy and the amount of time teachers spend using specific practices in writing instruction? Is there a statistically significant relationship between teaching self-efficacy factor of general teaching efficacy and the amount of time teachers spend using specific practices in writing instruction? The study was conducted online and combined two previously used surveys. The results of this study indicated that there is a small but statistically significant correlation between both Teaching Efficacy and Personal Teaching Efficacy and the use of many instructional practices in writing. This study did not show any correlation between General Teaching Efficacy and any of the writing practices surveyed. There was no correlation between Teaching Efficacy and practices designed to connect writing to the home 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.] ED580773 Teacher Self-Efficacy in Writing and Instructional Choices: A Correlational Study ProQuest LLC Ed.D. Dissertation, Concordia University (Oregon) 2017-00-00 978-0-3555-0247-3 165 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:10633797 2018 As Provided JAN2020

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No Institutional Mission Educational Objectives Educational Practices Elementary Secondary Education Parochial Schools Christianity Religious Education Qualitative Research Program Evaluation Surveys Interviews Data Analysis Bearden, Allison Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Christian school education is unique in nature. Integrating faith into academics led many families to choose an environment for their students that aligned with the faith, morals, and doctrinal beliefs they held as essential pieces in raising their children. The partnership with the school in instilling a strong foundation of faith for students set Christian schools apart from public and non-religious private schools. Because families purposely choose Christian schools based upon like-minded values and beliefs, it was essential that the school seeks to fulfill its mission in practice and vision. The purpose of this qualitative research study was to explore the congruency of mission and practice in one Midwestern, pre-kindergarten through 12th grade Christian school, as evidenced by program evaluation. The researcher utilized surveys and interviews to collect data from three stakeholder groups (then-current staff members, then-current senior class students, and alumni) to investigate how, if at all, Mission Driven Academy (pseudonym) fulfilled its mission. Data was analyzed and organized by emerging themes into the school's five foundational components, referred to as the Pillars of Excellence. The qualitative data revealed that Mission Driven Academy was successfully fulfilling its mission to equip students with a Christ-centered education, empowering them to impact the world for the glory of God. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580774 Exploring the Congruency between Mission and Practice in a Pre-K-12, Midwestern, Christian School ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-5422-8 176 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:10633943 2018 As Provided JAN2020

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No Community Colleges Two Year College Students Athletes Student Experience Academic Aspiration Student Development Barriers Academic Achievement Social Support Groups Tutoring Mental Health Counseling Academic Advising Qualitative Research Demas, Jason Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges When students begin their education at community colleges, they may face more obstacles to obtaining their college education than students starting in four-year institutions. Research has shown the importance of academic and student services in the support of student athletes, that community college student athletes are often at academic risk, and that the absence of support programs in local DIII community colleges is a significant problem. The purpose of this quantitative, descriptive survey study was to identify community college athletes' academic goals, progress, challenges, and desired assistance in order to help athletes succeed academically. The sample was 21 full-time community college student athletes at an urban community college in a northeastern state. The results from the study showed that the portion of the athletic population studied is doing quite well academically. It appeared that student athletes share a lot of individual goals and academic challenges. Students were clear that forms of assistance including tutoring, mental health counseling, and advanced advisement would help them through community college. A recommendation for future research is to expand this study to other local community colleges within the same conference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580584 Understanding the Academic Struggles of Community College Student Athletes ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-1053-5 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:10620904 2018 As Provided JAN2020

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No Postsecondary Education Academic Accommodations (Disabilities) Learning Disabilities Teacher Attitudes Attitudes toward Disabilities Mixed Methods Research Performance Factors Cohort Analysis Teacher Characteristics Teaching Experience Educational Practices Teacher Surveys Interviews Knowledge Base for Teaching Familiarity Intention College Faculty McCarron, Elizabeth C. Dissertations/Theses - Doctoral Dissertations EISSN- English Postsecondary Education Faculty are responsible for providing the academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This sequential mixed method study used an explanatory design to determine whether faculty who said they were willing to accommodate SWLD were acting in a way that demonstrated that they were. Four research questions were employed: (1) what factors influence the positive actions of faculty in support of SWLD, (2) how do the four types of faculty differ on those factors, and which types are more likely to show positive support actions, (3) what themes emerge when faculty explain their experiences supporting SWLD, and (4) in what ways do the actions of faculty explain their self-reported willingness and ability? First, quantitative data was gathered via a survey, then qualitative data was collected via interviews with faculty. To explore disparity between what faculty say and what they actually do, participants were grouped into four types, based on two measures: (1) willingness to accommodate SWLD; and (2) action-the extent to which accommodations were actually provided. Faculty types were Committed (high willingness, high action), Well-Intentioned (high willingness, low action), Reluctantly Compliant (low willingness, high action), and Skeptically Resistant (low willingness, low action). Statistical analyses were performed to test how and why the types differ. Results showed that knowledge and effort were the factors that contributed to positive support actions of faculty. Committed and Reluctantly Compliant faculty showed the most positive support actions. Knowledge, in terms of personal experience with SWLD and familiarity with LD and its accommodations, influenced the willingness of faculty about SWLD; as did effort, in terms of how difficult an accommodation was to provide and how much support faculty felt in providing that accommodation. Committed faculty were the only group "practicing what they preached;" they said they were very willing and very able, and their actions supported that. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580585 The Willingness and Ability of Postsecondary Faculty to Provide Academic Accommodations to Students with Learning Disabilities ProQuest LLC Ed.D. Dissertation, Endicott College 2017-00-00 978-0-3554-9565-2 157 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:10621129 2018 As Provided JAN2020

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No Qualitative Research Case Studies Bilingualism Educational Policy English (Second Language) Second Language Learning Cultural Differences Literacy Education College Faculty Student Surveys Literacy College Students Language Usage Semi Structured Interviews Program Administration Knowledge Base for Teaching Teaching Methods Power Structure Gambardella, Marisa Lauren Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this study was to explore policy as it exists amongst literacy professors working with linguistically diverse students in higher education. The goal of this study was to provide research-based guidance on how explicit and implicit policies are created and implemented within a higher education setting. This study explored the declared, practiced, and perceived language policies related to the literacy instruction of linguistically diverse students at a four-year, post-secondary institution. The design was a qualitative, embedded case study. Semi-structured interviews of professors, a student diversity survey, and an artifact review were performed. Study results found that higher education's management of its program provided ample space for policy interpretation. Professor practices were influenced by their knowledge of teaching and influenced student learning. Also, although professors believed in improving student literacy, ideologies around power and bilingualism complicated this goal. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580074 Language Policy Relating to Linguistically Diverse Students in Higher Education ProQuest LLC Ed.D. Dissertation, Southern Connecticut State University 2017-00-00 978-0-3553-6168-1 208 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:10634717 2018 As Provided JAN2020

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No Community Colleges College Faculty Faculty Development Nursing Education Nurses Associate Degrees Educational Change Qualitative Research Semi Structured Interviews Data Analysis Work Environment Barriers Leadership Teaching Load Role Models Environmental Influences Budgets Tenure Unions Instructional Innovation Observation Tsao, Jane Ming Yao Dissertations/Theses - Doctoral Dissertations California EISSN- English Two Year Colleges As the frontline nurse leaders, associate degree nursing (ADN) faculty members represent the key players for a seamless RN-BSN academic progression at the fundamental level of nursing education, which requires a balanced academic-clinical practice teaching. However, the Institute of Medicine's recommendation on expanded scope of nursing practice amidst healthcare reform has raised concerns about inadequate preparation of prelicensure nurses for today's healthcare delivery. Because ADN faculty may experience a growing unfamiliarity with those fast-expanding nursing practice and collaborative responsibilities, including but not limited to, complex technology use and innovative patient treatment approaches, education reform for prelicensure nurses must begin with effective faculty development. Due to a lack of published research studies on ADN faculty's academic-clinical practice or dual-competency expertise development needs, the purpose of this research study was to explore the adequacy of conventional faculty development activities at California community colleges with the intention of preparing a more highly qualified nursing workforce. A generic qualitative research design with an exploratory approach and open-ended, semistructured questions was used to obtain key information that comprehensively explained the meaning of those complex faculty development issues from the ADN faculty's personal perspectives as the insiders' view. Individual face-to-face interviews, observational data, and personal documents (i.e., faculty's curriculum vitae and faculty's demographic data surveys) were used to collect the data. A convenience sample consisted of 10 randomly selected full-time, tenured ADN faculty from various public community colleges based on the inclusion and exclusion criteria, was used to achieve data saturation. The data analysis was driven by the use of inductive analysis based on Bandura's (1977) social learning theory that emphasizes the interdependence relationship between individual behaviors and environmental conditions. All six overarching themes obtained in this study, namely work climate, faculty development barriers, the most common types of ADN faculty development activities, leadership, workload/schedule, and faculty role modeling are broadly in line with previous research that demonstrated powerful environmental influences in ADN faculty professional development. This study is the first step towards enhancing our understanding of the adverse effects of budgetary constraints, heavy workload, tenured status, ineffective leadership, powerful unions, and other barriers on ADN faculty development in bureaucratic institutions such as community colleges. Future research in these areas is necessary. Although the findings from this study were inconclusive, evidence suggests that positive work climate, robust nursing leadership, and administrative support are the vital forces in building strong ADN faculty to transform contemporary healthcare through innovative 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.] ED580075 Nursing Faculty Development at California Community Colleges amidst Healthcare Reform ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-5446-1 322 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10635366 2018 As Provided JAN2020

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No Women Administrators Community Colleges College Administration Leadership Competence Career Development Qualitative Research Phenomenology Interviews College Presidents National Organizations Porter, Autumn Rene Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Though women make up the majority of community college students, faculty and staff, only 36% of community college presidents nationwide are female. With a significant number of presidential retirements on the horizon, there could be many opportunities for women in line for a community college presidency to take the next step along their career paths. This study was designed to explore how women in senior-level community college administration have acquired the American Association of Community Colleges leadership competencies throughout their careers and what other influences had impacted their career development. A qualitative, phenomenological design was chosen, and results were examined through the systems theory framework of career development. Interviews with 12 women serving in senior-level administration at community colleges throughout one Midwestern state were conducted. Through the process of reduction, five common themes emerged from the experiences of participants: (a) of the five AACC leadership competencies, communication was most significant; (b) relationships matter; (c) women lead differently; (d) perceived realities of the presidency are not appealing to women leaders, and; (e) the existence of a superwoman complex. These findings were consistent with previous research relating to women in leadership, particularly those women in higher education 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.] ED580775 In Line for the Presidency: The American Association of Community Colleges (AACC) Leadership Competencies and the Career Development of Women Leaders in Community College Administration ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-8750-9 199 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:10634706 2018 As Provided JAN2020

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No Grounded Theory Student Leadership Models Secondary School Students Private Schools Christianity Qualitative Research Transformational Leadership Student Development Leadership Training Semi Structured Interviews Data Analysis Coding Comparative Analysis Sampling Graham, Derrik Dissertations/Theses - Doctoral Dissertations Hawaii EISSN- English Secondary Education The purpose of this qualitative grounded theory study was to create a student leadership development model specific to secondary students in a private Christian Hawaiian school system. The paradigm that guided this study was Kouzes and Posner's (2012) transformational leadership theory as it provides a framework of leaders equipping, encouraging, assisting, and serving others in order to empower them to lead others in the same way. The primary research question was, what are the elements necessary for a student leadership development model in a private Christian Hawaiian school system? Participants for this study were purposefully selected to represent individuals who could inform the development of the model, including Kamehameha administration, Hawaiian cultural and leadership experts, as well as alumni. Data were collected through semi-structured, open-ended interviews and analysis of documents pertaining to the Hawaiian culture as well as the Kamehameha School system. Data analysis followed systematic grounded theory coding procedures and consist of asking questions, reflective and theoretical memoing, coding, constant comparisons, in vivo coding, theoretical comparisons, and theoretical sampling (Corbin & Strauss, 2015, p. 85). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580776 Alaka'i Haumana: A Grounded Theory Study to Create a Student Leadership Development Model for a Hawaiian Secondary Private Christian School ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3554-6460-3 165 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:10635266 2018 As Provided JAN2020

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No Secondary School Teachers Science Teachers Grade 7 Grade 8 Urban Schools Pedagogical Content Knowledge Cultural Awareness Junior High School Students Technology Uses in Education Case Studies Low Achievement Interviews Classroom Observation Techniques Lesson Plans Grounded Theory Females Teaching Experience Age Caring Academic Achievement Educational Background Teacher Characteristics Career Choice Teacher Attitudes Student Attitudes Teacher Selection Meyer, Brian R. Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education The majority of students in the urban setting are considered underrepresented. These students frequently perform below their proficiency level on standardized tests locally and nationally. If we treat education as the ticket out of the culture of poverty that underrepresented students find themselves, it is incumbent upon us to find pedagogical, content, and cultural methods that allow for these students to achieve at a high level. The purpose behind this case study was to determine the pedagogical, content and cultural knowledge of two urban junior high school science teachers with the specific intention of drawing on the mitigating factors in the use, or non-use, of technology by these respective classroom teachers. Participants in this case study included two teachers both of whom teach 7th and 8th grade science in the urban setting. Their students are deemed to be underachieving by local and state measures of assessment, and the schools in which they teach are both considered low on measures of socioeconomic status. Data were collected over an academic year and included: teacher and student interviews, classroom video recordings, student work, teacher plans, and researcher field notes. These data were analyzed using an inductive approach and a constant-comparative method. The teachers shared their beliefs about the schools and district in which they teach, about the students they teach, and about their own upbringing. These female teachers had many demographics in common, including the duration of their teaching careers, their age, their content area, their time teaching in the district, and their professed caring for their students and their students' success. Where they contrasted, however, was in their own educational background at the grade school level - one teacher grew up in a middle class suburban home while the other was raised in the urban setting. Another difference was in their early choice of career, as the suburban teacher knew she wanted to teach science while the urban teacher chose science from a marketability standpoint. Results from this study indicate that both teachers and students have established belief sets of what good teaching looks like, and both are able to know when those practices do not match the professed beliefs. Results from this study could play a significant role in the types of teachers that are hired in the urban setting. These results may also speak to the importance level that a school district places on professional development versus technological 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.] ED580586 "But I Grew up Here!" Science Inquiry, Pedagogy and Technology through a Sociocultural Lens ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1084-9 214 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:10621130 2018 As Provided JAN2020

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No Comparative Analysis Academic Achievement Disabilities Team Teaching Self Contained Classrooms Mainstreaming Teaching Methods High Schools Test Results Grade 11 Scores Secondary School Students English Instruction Mathematics Instruction Learning Disabilities Saylor, John Dissertations/Theses - Doctoral Dissertations California EISSN- English High Schools Purpose: Following recent federal legislation and related policy changes, co-teaching evolved rapidly as a strategy to provide students with disabilities access to the same curriculum as students without disabilities while receiving instruction in the least restrictive environment. It is unclear if co-teaching is an effective instructional strategy for educating students with disabilities in the least restrictive environment. The purpose of this causal-comparative study was to determine if there was a significant difference in students with disabilities' academic performance in co-taught versus traditional classrooms. Methodology: This causal-comparative study examined the effects of co-teaching on California students with disabilities' performance on the Smarter Balanced assessments. Data were collected from 3 school districts representing 10 comprehensive high schools; 641 test results from the spring 2016 Smarter Balanced assessments of 11th-grade students with disabilities from co-taught and traditional classrooms in English and mathematics were compared using an independent samples t test. Findings: Analysis of the 641 Smarter Balanced test results produced the following findings: (a) students with disabilities primarily receive instruction in the traditional classroom; (b) in co-taught classrooms, students' primary disability was typically a specific learning disability; (c) t-test results indicated a significant difference in English test scores for students receiving English instruction in co-taught versus traditional classrooms; (d) t-test results indicated no significant difference in mathematics scores for students receiving mathematics instruction in co-taught versus traditional classrooms. Conclusions: There is a statistically significant difference in the academic achievement of students in English. While performing lower than students with disabilities in traditional classrooms, students with disabilities in co-taught classrooms received access to the grade-level curriculum in the least restrictive environment. No statistically significant difference in the academic achievement of students in mathematics was noted, suggesting students with disabilities are performing similarly in mathematics regardless of instructional setting. Recommendations: It is recommended additional research focuses on the academic achievement of students with disabilities in multiple settings, traditional, co-taught, and special education classrooms, to identify potential variations in achievement related to instructional setting. Additional research may determine the instructional setting's impact on students' attitude toward learning, relationships with teachers, or other social-emotional factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580587 Comparing Achievement of Students with Disabilities in Cotaught versus Traditional Classrooms ProQuest LLC Ed.D. Dissertation, University of La Verne 2017-00-00 978-0-3552-6363-3 102 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10621264 2018 As Provided JAN2020

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No Teacher Attitudes Teacher Motivation Job Satisfaction Standardized Tests Teacher Surveys Correlation High School Students Secondary School Teachers Scores Teaching Experience Teacher Salaries Age Educational Attainment Sex Examiners Statistical Analysis Crawford, James Douglas Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English High Schools The growing demand placed upon educators has taken a toll on the profession (Walker, 2014). Teacher burnout, stress, and unhappiness may be predestined unless administrators recognize how to prevent these from happening (Elias, 2012). The intent of this quantitative study was to survey teachers in southwest Missouri to determine their level of job satisfaction as it relates to student performance on state-mandated assessments. The survey included items designed to collect data on overall level of teacher job satisfaction in relation to demographic areas of age range, gender, level of education, years of teaching experience, subject areas taught, and salary range. The first research question was designed to determine the correlation between high school teacher job satisfaction and high school student achievement. Based on this research, there was a relationship between teacher job satisfaction and Missouri Performance Index scores. The second research question was designed to determine the correlation between teacher job satisfaction and years of experience, salary, age, level of education, and gender. Based on the data collected, there was a correlation between teacher job satisfaction and years of experience and between teacher job satisfaction and the age of the educator. However, there was no correlation between teacher job satisfaction and level of education, nor between teacher job satisfaction and gender. Research question three was posed to determine if there was a difference in teacher job satisfaction between those teachers required to administer end-of-course (EOC) exams and teachers who were not required to administer EOC exams. The research determined there was no difference in job satisfaction between the two 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.] ED580076 Teacher Job Satisfaction as Related to Student Performance on State-Mandated Testing ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3553-4747-0 144 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:10636578 2018 As Provided JAN2020

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No Preservice Teacher Education Alternative Teacher Certification Partnerships in Education Focus Groups Surveys Interviews Program Effectiveness Scoring Rubrics Program Evaluation Fridhi, Amy L. S. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Educational partnerships surged in the 1980s, and saw an equally substantive increase in research about these relationships. However, not all aspects of these partnerships have been examined and as a result there are gaps in the literature. A thorough literature review confirmed that in fact there was no research specifically about partnerships between traditional schools of education and non-traditional teacher training organizations. After identifying the specific partnerships to study, I collected documents, held a conference that included focus groups, administered a survey, and conducted individual interviews. I was also provided existing survey data from the partners. I coded the qualitative data to find themes across the partnerships. At the same time, I created an evaluation rubric that was used to determine the effectiveness of each partnership based on the characteristics found in each. After reviewing the data and coding it thematically, I found three common factors that existed in the various partnerships. These factors of communication, commitment, and evaluation emerged as the primary drivers of or barriers to, the success of the partnership. These characteristics are exhibited in different ways and to different degrees in each partnership. Using the data to uncover these factors, I developed a rubric that can be used to determine their existence within a partnership. This research provides guidance and a method of evaluation for similar new partnerships across the country. It aids in their development and supports their continual improvement. Simultaneously, the rubric and research should help existing partnerships improve their current relationships and collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580077 Successful Alternative Teacher Preparation University Partnerships: What Works? ProQuest LLC Ed.D. Dissertation, Boston University 2017-00-00 978-0-3554-3761-4 179 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:10635400 2018 As Provided JAN2020

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No Middle School Teachers Suburban Schools Teacher Attitudes Self Efficacy Classroom Techniques Qualitative Research Case Studies Teacher Surveys Interviews Questionnaires Observation Focus Groups Interpersonal Relationship Expectation McCain, Patty Jo Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Middle Schools The purpose of this qualitative case study was to develop an understanding of how current and former middle school teachers in a suburban school district in northeast Georgia perceive low self-efficacy impacts their classroom management style. The theory guiding this study was Bandura's (1977) self-efficacy theory as it supported the idea that self-efficacy can determine how one approaches a task, goals, or challenges. Data were collected using a survey, interviews, questionnaires, direct observations, and a focus group. A collective case study approach was used to conduct a holistic analysis to provide detailed descriptions of the themes and patterns that exist across the cases. Four themes emerged from the data analysis process: build relationships, be flexible, convey expectations, and make a difference. The themes were consistent with the relevant literature regarding teacher self-efficacy and classroom management and provided answers to the three research questions proposed 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.] ED580588 Teacher Perceptions of the Impact of Self-Efficacy on Classroom Management Style: A Case Study ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4707-7 126 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:10621265 2018 As Provided JAN2020

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No Delphi Technique Postsecondary Education Mothers Academic Persistence School Holding Power One Parent Family Low Income Groups Academic Support Services Family Programs Social Services Financial Support Scheduling Needs Assessment Access to Education Womens Education Student Personnel Services Smith, Dawnetta D. Dissertations/Theses - Doctoral Dissertations EISSN- English Postsecondary Education Single mothers and their children have the highest poverty rate with over 43% being impoverished. Currently, 43% of parenting students in higher education are single mothers, but only 27% complete a degree or certification within six years of enrollment. The purpose of the current study is to identify the key programs and services that higher education institutions could implement in order to assist low-income single mothers in the completion of a postsecondary degree or certification. Fifty individuals were invited to participate in the current Delphi Study; however, 14 completed the entire five-round study process. The participants rated and identified programs and services low-income single mothers needed to complete a degree in higher education and also ranked the four categories of programs and services. The four categories were ranked from most important to least important as follows: institutional programs and services, social services, academic programs and services, and family support programs and services. The top five programs and services selected by the participants were, childcare services, financial aid services, financial assistance, class times available for working single mothers, and child-friendly on campus study spaces. From the results, an evaluative scorecard was created for institutions of higher education to review their current programs and services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580589 Programs and Services to Support Single Mothers in Graduating with a Postsecondary Education: A Delphi Study ProQuest LLC Ed.D. Dissertation, Dallas Baptist University 2017-00-00 978-0-3554-9566-9 168 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:10621274 2018 As Provided JAN2020

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No Hermeneutics Phenomenology Preservice Teachers Physical Education Teachers Student Attitudes Physical Education Undergraduate Students Models Teacher Education Programs Preservice Teacher Education Student Teaching Clinical Experience Hampson, Geoffrey Martin Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this hermeneutic phenomenological study was to capture the essence of the perceptions of 11 pre-service physical educators in the final field placement and clinical practices of their undergraduate degree program at the University of Redbank, the University of Peters, and Ina University where they prepared to become professional educators. Pseudonyms protected the names of the participants and institutions. The theoretical framework guiding this study was social cognitive theory. The research questions were (a) How do the attitudes and beliefs of teaching physical education as pre-service physical educators influence their knowledge and skill development for classroom preparedness? (b) What aspects of the teacher education program do pre-service physical educators believe best prepared them for their student teaching experiences to influence student outcomes? (c) What obstacles hinder pre-service physical educators' professional development and attitudes through their teacher education program? and (d) What additional resources would pre-service physical educators perceive to be value-added to their physical education teacher education program? Data collection included interviews, focus groups, and open-ended questionnaires. Moustakas' (1994) seven steps served as the foundation for the analysis of data in this hermeneutic phenomenological study. Intrinsic motivations and self-efficacy supporting professional growth, curriculum and instruction advancing knowledge and skills, close relationships and support systems enhancing readiness, and challenging, time-consuming components influencing preparedness influenced the participants. The pre-service physical educators provided time-consuming challenges and recommended additional resources critical to the design and structure of the 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.] ED580590 A Hermeneutic Phenomenological Study of Pre-Service Physical Educators' Perceptions of Their Professional Preparedness ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4708-4 191 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:10621285 2018 As Provided JAN2020

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No Prevention Teacher Attitudes Juvenile Gangs Youth Problems Youth Opportunities Youth Programs Middle School Teachers Middle School Students At Risk Students Questionnaires Qualitative Research Semi Structured Interviews Teacher Role Intervention Sense of Community Discipline Policy Functional Behavioral Assessment Urban Schools Statistical Analysis Fussy, Brooklyne Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Decreasing gang activity in inner city neighborhoods is an essential component to reducing violence and improving our society as a whole. This study was conducted to help generate awareness and a better understanding as to how schools can be best utilized as a protective factor against youth gang activity. The participants consisted of 6 educators who are employed at private middle school located in an area with high gang activity. This school takes at-risk students and has strategies in place to help students' succeed and decrease students' likelihood of gang involvement. Demographic information was gathered through a questionnaire and qualitative information was gathered from one-on-one semi-structured interviews. This study looked at the relationship between one school and youth gang activity, with particular attention to educators' perceptions of their role in preventing students from becoming gang involved. It aimed to determine what strategies are being implemented to prevent students from participating in gang activity, what educators believe could still be done within the school to reduce youth gang involvement, and what barriers may be preventing schools from implementing gang prevention strategies. Results from this study found that gang activity in the community of this school seems to negatively impact youth's overall well-being, and there appears to be a lack of training for teachers in terms of how to approach issues of gang activity. Qualitative results found that educators believe building students' sense of connectedness and belonging to the school and finding alternative methods to discipline within the school can help prevent youth gang involvement. Many intervention strategies this school has implemented has aligned with what current research has found to prevent youth from gang activity. Future research could study this school's intervention strategies using longitudinal quantitative methods to determine the long-term success of these 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.] ED580591 Educators' Perspectives Regarding Youth Gang Activity and Prevention Efforts ProQuest LLC Psy.D. Dissertation, Adler School of Professional Psychology 2017-00-00 978-0-3552-8758-5 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:10621573 2018 As Provided JAN2020

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No Communities of Practice Academic Achievement Disadvantaged Schools Teacher Attitudes Administrator Attitudes Constructivism (Learning) Qualitative Research Case Studies Elementary School Teachers Administrators Pilot Projects Kincaide-Cunningham, Cora E. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This three-article dissertation contains three approaches to the topic of professional learning communities and their impact on student achievement. Article I is a synthesis of the literature related to the purpose of professional learning communities. Implications in educational settings are also presented in this article. The context of the review acknowledges the role of constructivism as the theoretical basis for the participation of teachers in professional learning communities, and highlights the significance of the problem. Article II describes a qualitative case study which explores data collected from teachers (via survey, N = 35) and administrators (via in-person interviews, N = 3) about the implementation and impact of a professional learning community at an underperforming school. Article III provides a training manual that may be utilized to revise and expand a pilot model of professional learning communities in an elementary 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.] ED580078 The Impact of Professional Learning Communities on Student Achievement at an Underperforming School: Teachers' and Administrators' Perceptions ProQuest LLC Ed.D. Dissertation, Trident University International 2017-00-00 978-0-3553-5151-4 130 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:10636650 2018 As Provided JAN2020

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No Mentors Postsecondary Education Transitional Programs Program Effectiveness Adult Education Surveys Interviews Career Education Higher Education High School Graduates Academic Persistence Nontraditional Students Student Records Kaltenbaugh, Jane Kitzer Dissertations/Theses - Doctoral Dissertations Delaware EISSN- English Postsecondary Education Earning a bachelor's degree or a post-secondary certificate can have a significant impact on a person's quality of life and financial future; however, statistics show that many high school graduates who continue to post-secondary studies do not complete their degree or certification. Adult education students (non-traditional students) are particularly at risk for not pursuing or finishing post-secondary credentials. To address this problem, some institutions have developed programs to provide mentoring services for these students to support them through the post-secondary transition. One such program was developed at an adult education high school in central Delaware and was studied to determine its impact on the post-secondary goals of its adult education graduates. The study used outcome data, surveys, and interviews to examine the program's impact on students enrolling in college or career training and completing post-secondary goals during the first year after graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580079 The Impact of Mentoring on Post-Secondary Success of Adult Education Graduates ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2017-00-00 978-0-3553-5053-1 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:10636248 2018 As Provided JAN2020

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No United States Government (Course) Introductory Courses Required Courses Community Colleges Two Year College Students Self Efficacy Politics Student Attitudes Student Surveys Interviews Qualitative Research Statistical Analysis Instructional Effectiveness Citizen Participation Matthews, Kristin B. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Purpose, Scope, and Method of Study: Political self-efficacy is the belief that one can influence political processes and is an indicator of society's political health. While political self-efficacy may change over time, education is a powerful influence. Emphasizing civic and general education functions, the community college provided a unique environment to study student political self-efficacy. This study investigated the effect of a required introductory American federal government class (American Government 101) on the overall, internal, and external political self-efficacy of students at a large, Midwestern community college. It also investigated student perspectives regarding this general education requirement. Survey research was conducted with a sample of students enrolled in American Government 101 in Spring 2016. As a follow-up, six survey completers were interviewed and four themes were identified during the qualitative analysis. Findings and Conclusions: The analysis of quantitative data revealed significant change in overall and internal political self-efficacy. There was no significant change in external political self-efficacy. Qualitative analysis generated four themes: positive perspectives on general education, eye-opening information, engaging instruction and atmosphere, and personal democratic outcomes. Corroboration of data between data sources resulted in two conclusions. First, American Government 101 can positively influence political self-efficacy. Second, American Government 101 produces generally positive student outcomes at the community college level particularly with regard to democratic 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.] ED579322 Effect of a Required Introductory American Federal Government Class on the Political Self-Efficacy of Community College Students ProQuest LLC Ed.D. Dissertation, Oral Roberts University 2017-00-00 978-0-3551-9935-2 166 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:10646636 2018 As Provided JAN2020

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No Beginning Principals Staff Orientation School Districts Faculty Development Program Design Mixed Methods Research Data Analysis Grounded Theory Best Practices Surveys Hicks, Edward L. Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English School districts across the nation are grappling with the issue of high principal turnover coupled with a decrease in number of experienced applicants to fill vacancies (Guterman, 2007; Hall, 2008; Johnson, 2005; United States Department of Education, 2010; Villani, 2008). In addition, college preparation programs are being called into question as to whether they are producing educational leadership graduates prepared for the multifaceted rigors of the principalship (Hudson, 2009). As a result, local districts are discovering that being licensed as a principal provides little surety that a new inductee will be able to perform optimally in his or her leadership role. Central District (a pseudonym for the school district that is the focus of this study) is not immune to the trend of increased numbers of novice principals assuming leadership positions within schools with more than half of its principals being identified as novice (defined in this study as having fewer than three years of experience in the principalship). The central purpose in this problem of practice study was to design a professional development program for the induction of novice principals that would suit best the needs of novice principals within Central District and contribute to breaking the cycle of principals becoming discouraged or failing within their first few years and leaving the principalship. The research process within this study involved both quantitative and qualitative phases in order to gather both numerical and perceptual data. Data was gathered from three primary sources; novice principals (those with less than three years of experience), principals categorized as experienced (greater than three years of experience), and district assigned mentors. Through analysis of numerical data from surveys and the development of grounded theory, I identified what existing supports are working well within the district and where gaps exist. These data-collection and analysis phases informed a synthesis of best practices distilled from a review of the professional development literature, and culminated in a professional development program design for induction tailored to the needs of Central 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.] ED579323 Design of Novice Principal Induction for a Central North Carolina School District ProQuest LLC Ed.D. Dissertation, East Carolina University 2017-00-00 978-0-3551-9966-6 151 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:10646665 2018 As Provided JAN2020

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No Educational Technology Technology Uses in Education Large Group Instruction Online Courses Feedback (Response) Physiology Telecommunications Handheld Devices Psychological Patterns Attention Intervention Learner Engagement Program Effectiveness Statistical Analysis Affective Behavior Qualitative Research Learning Activities Measures (Individuals) Xiao, Xiang Dissertations/Theses - Doctoral Dissertations EISSN- English Massive Open Online Courses (MOOCs) are becoming a promising solution for delivering high-quality education on a large scale at low cost in recent years. Despite the great potential, today's MOOCs also suffer from challenges such as low student engagement, lack of personalization, and most importantly, lack of direct, immediate feedback channels from students to instructors. This dissertation explores the use of physiological signals implicitly collected via a "sensorless" approach as a rich feedback channel to understand, model, and improve learning in mobile MOOC contexts. I first demonstrate AttentiveLearner, a mobile MOOC system which captures learners' physiological signals implicitly during learning on unmodified mobile phones. AttentiveLearner uses on-lens finger gestures for video control and monitors learners' photoplethysmography (PPG) signals based on the fingertip transparency change captured by the back camera. Through series of usability studies and follow-up analyses, I show that the tangible video control interface of AttentiveLearner is intuitive to use and easy to operate, and the PPG signals implicitly captured by AttentiveLearner can be used to infer both learners' cognitive states (boredom and confusion levels) and divided attention (multitasking and external auditory distractions). Building on top of AttentiveLearner, I design, implement, and evaluate a novel intervention technology, Context and Cognitive State triggered Feed-Forward (C2F2), which infers and responds to learners' boredom and disengagement events in real time via a combination of PPG-based cognitive state inference and learning topic importance monitoring. C2F2 proactively reminds a student of important upcoming content (feed-forward interventions) when disengagement is detected. A 48-participant user study shows that C2F2 on average improves learning gains by 20.2% compared with a non-interactive baseline system and is especially effective for bottom performers (improving their learning gains by 41.6%). Finally, to gain a holistic understanding of the dynamics of MOOC learning, I investigate the temporal dynamics of affective states of MOOC learners in a 22-participant study. Through both a quantitative analysis of the temporal transitions of affective states and a qualitative analysis of subjective feedback, I investigate differences between mobile MOOC learning and complex learning activities in terms of affect dynamics, and discuss pedagogical implications 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.] ED579324 Improving Mobile MOOC Learning via Implicit Physiological Signal Sensing ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9195-0 187 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:10645941 2018 As Provided JAN2020

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No Information Security Organizational Culture Employees Training Constructivism (Learning) Grounded Theory Program Implementation Program Effectiveness Information Technology Computer Security Armed Forces Industry Grant, Robert Luther Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Data breaches due to social engineering attacks and employee negligence are on the rise. The only known defense against social engineering attacks and employee negligence is information security awareness and training. However, implementation of awareness and training programs within organizations are lagging in priority. This research used the constructivist grounded theory methodology to explore the effects organizational culture had upon the implementation of information security awareness and training programs and to discover why those programs were lagging in priority within the defense industry located in the Tennessee valley region. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579326 Exploring Effects of Organizational Culture upon Implementation of Information Security Awareness and Training Programs within the Defense Industry Located in the Tennessee Valley Region ProQuest LLC Ph.D. Dissertation, Florida Institute of Technology 2017-00-00 978-0-3552-0060-7 193 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:10646759 2018 As Provided JAN2020

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No Teacher Evaluation Teacher Effectiveness Faculty Development Feedback (Response) Observation Best Practices Scoring Rubrics Educational Planning Lesson Plans Academic Standards Alignment (Education) Educational Objectives Pedagogical Content Knowledge Expertise Educational Environment Classroom Techniques Educational Practices Professionalism Goal Orientation Individualized Instruction Teacher Student Relationship Teaching Methods Teacher Improvement Evaluation Criteria Guides - Non-Classroom Tests/Questionnaires Texas Texas Education Agency English The Texas Education Agency's (TEA) approved instrument for evaluating teachers, the Professional Development and Appraisal System (PDAS), was the primary instrument used by 86 percent of local education agencies (LEAs) in the state and has been in place since 1997. In acknowledging the vital roles teachers play in student achievement, and based on feedback from the field, TEA has revisited the state's approved instrument for evaluating teachers. During the spring of 2014 an evaluation system tied to the teaching standards was designed to be used for continuous professional growth, while de-stigmatizing the observation process, moving the mindset away from compliance and toward feedback and support. The state recommended teacher evaluation system encourages annual evaluations comprising multiple informal observations and walk-throughs, and at least a single formal observation. During the three-day face-to-face appraiser training on the state teacher evaluation system, participants will discuss best practices for fostering open, collaborative campus cultures where feedback and instructional growth are embedded into the school calendar, where dialogue between teachers and campus leaders allow for both groups to further develop insight into good instructional practices, and where teacher leaders play a role in informal observations and collaborative professional development. TEA will work with the 20 regional service centers to offer assistance and support to districts that lack the personnel capacity to implement the Texas Teacher Evaluation & Support System (T-TESS). Administrators, teacher leaders, and district personnel are eligible to serve as qualified appraisers. All designated appraisers must participate in required certification training and demonstrate proficiency in the observation process by successfully completing an online certification test through the Teach for Texas portal, including subsequent certifications to remain current. This handbook for appraisers is divided into the following topic areas: (1) Background; (2) Overview of the Four Domains of the T-TESS Rubric; (3) Planning Instruction; (4) Planning (Standards and Alignment, Data and Assessment, Knowledge of Students, and Activities); (5) Instruction (Achieving Expectations, Content Knowledge and Expertise, Communication, Differentiation, and Monitor and Adjust); (6) Learning Environment (Classroom Environment, Routines and Procedures, Managing Student Behavior, and Classroom Culture); (7) Professional Practices and Responsibilities (Professional Demeanor and Ethics, Goal Setting, Professional Development, and School Community Involvement); (8) Hints for Capturing Evidence; (9) Pre-Conferences; (10) Post-Conference Plan; (11) T-TESS Annual Appraisal Process Timeline; (12) Chapter 149: Commissioner's Rules Concerning Educator Standards; (13) Chapter 150: Commissioner's Rules Concerning Educator Appraisal; (14) Conference Sample Questions; (15) Observation Pacing Guide for Your School; (16) Goal Setting and Professional Development (and the Cycle of Continuous Improvement); (17) End-of-Year Conferences; (18) Directions for the Online Certification Assessment process; and (19) Test Taking Notes and Tips. ED579059 Texas Teacher Evaluation & Support System (T-TESS) Appraiser Handbook Texas Education Agency 2016-11-16 101 Texas Education Agency. 1701 North Congress Avenue, Austin, TX 78701. Tel: 512-463-9734; Fax: 512-463-9838; e-mail: teainfo@tea.texas.gov; Web site: http://tea.texas.gov N/A https://teachfortexas.org/Resource_Files/Guides/T-TESS_Appraiser_Handbook.pdf 2018 0 ERIC JAN2020 ED576984

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No Teacher Evaluation Evaluation Methods Evaluation Research Test Validity Test Reliability Classroom Observation Techniques Value Added Models Student Surveys Portfolio Assessment Measurement Techniques Grissom, Jason A., Ed. Youngs, Peter, Ed. Books Collected Works - General English This is the first book to gather and address what we have learned about the impacts and challenges of data-intensive teacher evaluation systems--a defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the implementation of evaluation systems, and the use of evaluation data. The authors argue that rigorous teacher evaluation systems have the potential to promote school improvement but only if the systems are carefully designed and implemented and the data they generate are interpreted and used appropriately. This timely and important volume will be relevant and useful to school and district administrators, policymakers, researchers, and teacher education institutions grappling with issues of teacher accountability and school leadership. Book features include: (1) Contributions by scholars working at the cutting edge of research and pioneering leaders directly involved in the implementation of teacher evaluation systems; (2) Examination of the challenges and impact multiple measures-based evaluations are having on teaching and learning; and (3) Empirical research on the reliability and validity of evaluation measures, including classroom observation instruments, value-added measures, student surveys, and teacher portfolios. ED579060 Improving Teacher Evaluation Systems: Making the Most of Multiple Measures Teachers College Press 2015-11-22 978-0-8077-5740-6 Administrators Researchers Teachers Policymakers 208 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/improving-teacher-evaluation-systems-9780807757406 2018 As Provided JAN2020 ED576984

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Yes Phonological Awareness Intervention Word Recognition Pervasive Developmental Disorders Autism Program Effectiveness Action Research Experimental Groups Control Groups Statistical Significance Retention (Psychology) Achievement Gains Scores Children Pretests Posttests Mohammed, Adel Abdulla Mostafa, Amaal Ahmed Journal Articles Reports - Research EISSN- English This study describes an action research project designed to improve word recognition ability of children with Autism Spectrum Disorder. A total of 47 children diagnosed as having Autism Spectrum Disorder using Autism Spectrum Disorder Evaluation Inventory (Mohammed, 2006), participated in this study. The sample was randomly divided into two groups; experimental (n= 24; 16 M ,8 F) and control (n= 23; 18 M, 5 F). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in word recognition ability in the target children. On the basis of the findings, the study supports the idea of PA as a powerful intervention for children Autism Spectrum Disorder. ED579061 Effectiveness of a Phonological Awareness Training Intervention on Word Recognition Ability of Children with Autism Spectrum Disorder Online Submission International Journal of Psycho-Educational Sciences v1 n1 p2-10 Dec 2012 2012-12-00 9 T 2018 34 As Provided JAN2020

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Yes Stress Variables Technology Uses in Education Likert Scales Test Construction Measures (Individuals) Construct Validity Factor Analysis Test Reliability Foreign Countries Test Validity Teachers Technology Integration Çoklar, Ahmet Naci Efilti, Erkan Sahin, Levent Journal Articles Reports - Research Turkey ISSN-2222-1735 English With the integration of technology in recent years, use of technology has rapidly increased in educational system, and has become almost a must rather than an option. The use of technology in educational processes accompanies some adaptation issues due to the nature of technology (rapid development, cost, need for electricity, change of roles, etc.). An important professional group that has been affected from this process is teaching. The pressure on teachers results in a stress commonly referred as techno-stress. The purpose of the present study is developing a Likert-type scale called as "Teachers' Techno-stress Levels Defining Scale (TTLDS)" intended for defining teachers' techno-stress levels. In accordance with this purpose, data were collected from 395 teachers. The steps followed in the present scale development study respectively are; forming the theoretical framework and pool of items, getting expert opinion, and testing validity and reliability. To define factor structure for validity, exploratory and confirmatory factor analyses, and item discrimination; and for reliability internal consistency coefficient (Cronbach Alpha) and split-halves reliability coefficient (Spearman-Brown) were calculated. Validity and reliability studies resulted in a 28-item, five-factor ("Learning-Teaching Process Oriented", "Profession Oriented", "Technical Issue Oriented," "Personal Oriented," and "Social Oriented") scale. For reliability coefficients, Cronbach Alpha was calculated as 0.917, and Spearman-Brown was calculated as 0.845. ED579062 Defining Teachers' Technostress Levels: A Scale Development Online Submission Journal of Education and Practice v8 n21 p28-41 2017 2017-00-00 14 N/A 2018 41 As Provided JAN2020

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Yes Foreign Countries College Students Learner Engagement Second Language Learning English (Second Language) Academic Achievement Attendance Patterns Learning Motivation Student Surveys Statistical Analysis Dincer, Ali Yesilyurt, Savas Demiröz, Hakan Reports - Research Turkey EISSN- English Higher Education This study seeks to extend our present knowledge of language learners' classroom engagement by exploring the relationship between the multidimensional classroom engagement and the group variables: course achievement, course absence and motivational orientation to learn English. A survey research design was adopted, and 122 EFL learners provided insights into the factors related to their multidimensional classroom engagement. ANOVA analyses were conducted to display group differences. The results indicated that EFL learners had an average level of classroom engagement in terms of four dimensions of the engagement and their engagement dimensions had distinct characteristics with respect to the group variables. The results showed that the students having higher course achievement, higher attendance, intrinsic motivation to learn English had significantly higher classroom engagement than the learners with lower means on these variables. The study with its insights about the influential factors related to classroom engagement is important for the language teachers aiming to contribute to EFL achievement in their teaching contexts. [This paper is a chapter in: D. Köksal (Ed.), "Researching ELT: Classroom methodology and Beyond" (pp. 91-102). New York, NY: Peter Lang, 2017.] ED579063 Multi-Dimensional Classroom Engagement in EFL Contexts Online Submission 2017-00-00 9 N/A 2018 12 As Provided JAN2020

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No Andragogy Police Education Qualitative Research Adult Education Phenomenology Interviews Surveys Learning Experience Career Readiness Police Trainers Graduates Adult Students Frank, Jennifer M. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Law enforcement officers are entrusted with the most sacred of responsibilities, that of protecting and serving the community, safeguarding their property, and protecting the innocent from those who wish to do them harm or cause disorder. In preparation for this challenge, every police officer must undergo and successfully complete a police academy training program where they will learn the basic knowledge, skills, and philosophies necessary to effectively complete the task. The purpose of this qualitative study was to determine to what extent the principles of andragogy were present in the academic instructional blocks of paramilitary law enforcement basic recruit academies. This task was undertaken as a result of best practices in the field of education which have identified the theoretical and conceptual practices of andragogy as the preeminent method by which to educate an adult population. While this methodology has been confirmed in research studies to be present and utilized in a variety of adult education career fields that share similar challenges and hurdles to that of law enforcement, such as the military, medical fields, and fire services; there is little research on whether this model of adult learning, anchored on the notions of self-concept, experience, readiness to learn and the internal motivation of adult learners to learn, exist within the instructional processes at paramilitary police academies. To research this phenomenon, a phenomenological qualitative approach was utilized, mining data from three different sources: site visits, interviews, and surveys. To help facilitate a deeper understanding of the presence, or lack thereof, of each of the tenets of andragogy and its resulting impact on the learning experience of the recruit and their preparedness for the career field of law enforcement post academy graduation; nine site visits were conducted at police academies in five states, forty interviews were conducted with current police officers and training academy staff, and one hundred and seventy-two surveys were collected from police academy recruits and graduates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580777 An Examination of the Presence of Andragogy in Paramilitary Law Enforcement Recruit Academies on the Eastern Seaboard of the United States ProQuest LLC Ed.D. Dissertation, Plymouth State University 2017-00-00 978-0-3552-9859-8 526 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634872 2018 As Provided JAN2020

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No Foreign Countries Urban Schools Class Size Qualitative Research Case Studies Stakeholders Attitude Measures Elementary School Students Elementary Schools Academic Achievement Educational Opportunities Interviews Focus Groups Documentation Comparative Analysis Coding Government Role Partnerships in Education Dalieh, Franklin T. Dissertations/Theses - Doctoral Dissertations Liberia EISSN- English Elementary Education In post-conflict Liberia, more students are returning to schools and moving to urban areas resulting in overcrowding and class sizes that surpassed recommended and legally-sanctioned limits. The purpose of this qualitative case study was to explore educational stakeholders' perceptions of the factors (e.g., organizational leadership, social, and environmental) contributing to overcrowding and the challenges and opportunities of overcrowding. The conceptual framework was based on Bolman and Deal's theory of reframing organization and Bertalanffy's theory of general systems. The research questions centered on educational stakeholders' perceptions of the effects overcrowding has on elementary school students' achievement and the opportunities available for reducing overcrowding. Twelve participants, all stakeholders connected to a single school, were purposefully selected for the study. Data collected included individual interviews, a focus group discussion, and documents. A constant comparative analysis of the coded data was undertaken to identify themes and patterns. Participants stated that the national government's statutory and constitutional responsibilities obligate it to provide services including equitable education to its citizens. They also expressed willingness as community stakeholders to form partnerships with other private and public organizations to ensure that the issue of overcrowding is addressed. The findings may contribute to positive social change by providing evidence of stakeholders support for government initiated school construction and by informing leaders of the possible role that engaged stakeholders, in collaboration with the Ministry of Education, can undertake in enforcing class size 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.] ED580779 Liberian Educational Stakeholders' Perceptions of Overcrowding in an Urban Public Elementary School in Monrovia ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-1492-2 148 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:10635229 2018 As Provided JAN2020

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Yes Writing (Composition) English for Academic Purposes Second Language Instruction Writing Instruction Academic Discourse Expressive Language Intercultural Communication Theses Doctoral Dissertations College Students Lin, Grace Hui Chin Reports - Descriptive Books English Higher Education Writing is one of the four abilities in English Learning. Many students need to write their theses and dissertations in English in order to achieve their academic degrees. English writing is in fact an access of international and intercultural communication with native-speakers and non-native speakers, in academic fields. After reading abundant books, articles, theses, or papers in English, the writers can try to produce their own writings to prove their understandings, ask their questions and waiting for answers from readers. (Individual chapters contain references.) ED579064 Strategic English Writing for Academic Purposes Online Submission 2017-09-12 978-957-43-4947-0 34 N/A 2018 As Provided JAN2020

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No Learner Engagement Educational Research Learning Motivation Educational Indicators Family Influence Peer Influence Teacher Influence Elementary Secondary Education Instructional Effectiveness Outcomes of Education Developmental Stages Self Efficacy Social Influences Academic Achievement Skill Development At Risk Students Measures (Individuals) Coping Resilience (Psychology) Ethnicity Definitions Self Determination Learning Theories Academic Ability Intelligence Educational Environment Identification (Psychology) Psychological Patterns Student Interests Class Activities Teacher Student Relationship Educational Practices Personal Autonomy Student Evaluation Interpersonal Competence High School Students Dropouts Academic Persistence Christenson, Sandra L., Ed. Reschly, Amy L., Ed. Wylie, Cathy, Ed. Books Collected Works - General Guides - Non-Classroom English Elementary Secondary Education For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the "Handbook of Research on Student Engagement." The "Handbook" guides readers through the field's rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the "Handbook" include: (1) Engagement across developmental stages; (2) Self-efficacy in the engaged learner; (3) Parental and social influences on engagement and achievement motivation; (4) The engaging nature of teaching for competency development; (5) The relationship between engagement and high-risk behavior in adolescents; and (6) Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the "Handbook of Research on Student Engagement" serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy. ED579065 Handbook of Research on Student Engagement Springer 2012-00-00 978-1-4614-2017-0 Researchers Practitioners Students 840 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:abstracting-indexing@springer.com; Web site: http://www.springer.com N/A http://dx.doi.org/10.1007/978-1-4614-2018-7 2018 As Provided JAN2020 ED573339

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No Educational Quality Early Childhood Education Educational Assessment Curriculum Evaluation Evaluation Methods Educational Improvement Mixed Methods Research Observation Data Collection Data Analysis Data Interpretation Hypothesis Testing Individualized Instruction Preschool Teachers Interviews Focus Groups Likert Scales Grounded Theory Self Evaluation (Individuals) Knowledge Level Elementary School Teachers Academic Standards Faculty Development Barriers Program Implementation Bailey, Ann Elise Dissertations/Theses - Doctoral Dissertations Minnesota EISSN- English Early Childhood Education This research explored the knowledge, skills, and strategies early childhood teachers possess related to implementing curriculum and authentic assessment. Research suggests that early educators rate their knowledge of curriculum and authentic assessment and their implementation of both as excellent. Despite these self-reported, high levels of knowledge, researchers have established that early childhood authentic assessment is implemented inconsistently and often incorrectly. The purpose of this research was to determine what specific curriculum and authentic assessment skills and strategies have the greatest chance of improving the consistent implementation of early childhood authentic assessment. Qualitative and quantitative methods were employed to answer two research questions: (1) What curriculum and assessment skills and strategies influence the successful implementation of assessment within an early childhood educational environment; and (2) What components of the assessment cycle (i.e., observation/data collection; data analysis; data interpretation; hypothesis development; modification/ implementation of individualized instruction based on the assessment data; reporting) are perceived as having a greater likelihood of improving instruction and outcomes for young children? To answer these questions, interviews were conducted with 13 Head Start lead teachers across three different Head Start programs in Minnesota. Twelve of the teachers interviewed chose to participate in one of three different focus groups. The teachers who participated in the focus groups also completed a 19-item, Likert-scale authentic assessment rating scale on the extent to which they used specific authentic assessment skills. The interview and focus group data were analyzed using constant comparative analysis, which aided in identifying themes across the data. Sample means were calculated for each of the 19 items on the authentic assessment rating scale. A total of thirteen themes were identified; nine related to research question one, and four related to research question two stated above. The results of the analysis demonstrate that teachers rated their knowledge of curricula and authentic assessment as high, but also reported that their knowledge of early learning and K-12 standards was lacking. Teachers acknowledged that the professional development they receive from their employer had a greater impact on their assessment practices than information they received in their college classes. All teachers mentioned using small groups to implement the curriculum and individualize instruction. Time and competing priorities are reportedly the greatest barriers to implementing authentic assessment with fidelity. The teachers identified on-site coaching, greater sharing among peers, and additional classroom personnel as the supports most desired. All teachers identified high quality observation as the most important authentic assessment strategy. Teachers differed in the methods by which they collect observational data (e.g., checklists, notebooks, iPads, sticky notes, etc.), but all agreed that observations were the most important. Using the authentic assessment data to individualize instruction was also identified as important to the assessment process. Teachers acknowledged that they rarely, if ever, engaged parents in collecting authentic assessment data. They do, however, regularly share and discuss assessment results. Finally, teachers noted that despite conducting formal authentic assessment three times per school year, they also conduct informal assessments every day and make "in the moment" instructional decisions based on the information they observe during instruction. This research adds to the literature by identifying the specific strategies and skills early childhood providers use when conducting authentic assessment. This information can be used to focus professional development efforts, especially for those providers new to the field. Further research is needed on the assessment skills and strategies used by those in other early care and educational environments to expand 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.] ED579866 Building Quality Early Childhood Assessment: What Really Matters? ProQuest LLC Ph.D. Dissertation, University of Minnesota 2017-00-00 978-0-3554-0616-0 164 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:10620535 2018 As Provided JAN2020

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No Immigrants Refugees Youth Information Technology Models Adolescents Late Adolescents Pilot Projects Workshops Observation Fawcett, Philip Earl Dissertations/Theses - Doctoral Dissertations Washington (Seattle) EISSN- English The Center for Immigration Studies reported in October 2016 that immigration to the U.S. had reached historic numbers. According to the U.S. Census estimates, 59.1 million immigrants live in the U.S.; this numbers includes 16.7 million American-born children who are under the age of 18. Thus, approximately one in five U.S. residents is an immigrant or minor child of an immigrant parent. This is a significant challenge facing many industrialized countries since the tools and frameworks to better integrate immigrants by a host country are evolving and are not currently designed to deal with the substantial number of people fleeing conflict and wars. Though libraries offer information and internet access and public educational institutions provide instructional support for immigrants, they are not adequate to scale to the ever-increasing tide of documented and undocumented immigrant and refugee flow coming into the United States. Since the flow of new immigrants is not decreasing, there is urgency to develop frameworks that can fluidly facilitate immigrant transition into the societies of the U.S. or other industrialized countries. Helping immigrant communities to transition into an unfamiliar environment and society continues to be an intractable, sometimes called a wicked or tricky problem in the literature because there is no way of knowing if the proposed solutions can offer a viable solution until the solution is actually implemented. Most international programs run by industrialized countries focus resources on preparing adults, and therefore indirectly their families, to adapt and become employable in cultures that differ considerably from their home countries. This adult training focus does not address the significant social, psychological and cultural barriers facing people who need to understand the structural, cultural and functional attributes of a different country. It is insufficient to make immigrants employable at a skilled job if they cannot also deal with the significant cultural differences that they face. Most programs do not include, or focus on, youth as communicators to transition immigrant knowledge needed to become functional members of a newly adopted country. This research explored whether immigrants would adapt faster to their new environments if they functioned as Information and Communication Technology (ICT) Wayfarers between their families and their new host country. This research should also identify whether some immigrant youth are already functioning as Positive Deviants within their community. The approach used in this study was to focus on male/female immigrant and refugee youth, ages 14-19, who are on their journey to become brokers and experts of language, technology, media, and culture. The goal of this study was to determine how, why, and when, or whether these youth act in the role of immigrant youth ICT wayfarers. The primary method fused in this study was the creation of an evolving participatory framework and youth engagement model called Teen Design Days (TDD). Teen Design Days emerged from observations and workshops conducted between 2011 and 2014 at libraries, churches, and neighborhood centers located in immigrant communities in South Seattle in Washington State. This study showed that using a unique participatory framework (TDD) does capture the voices of the youth as well as was able to identify Positive Deviants in the youth population. It also showed how combining a strategic use of design thinking and design artifacts was effective in offering insights into the Information Worlds (technology, social, information) of ICT Wayfaring youth and their ethnic communities. This research focused on creating and then evolving the TDD participatory engagement model using a pre-pilot, pilot (TDD I) and two youth participatory/co-design workshops (TDD II, II). The results of this study show the importance of youth in facilitating their parents' and communities' adjustment to their new environments by becoming seekers and sharers of their newly acquired skills and knowledge needed to function in a new country. Without these Wayfaring youth, immigrants arriving in the U.S. would face more challenges to adapt to their new environments. This research demonstrated how each Wayfaring youth had a different model for how they contributed to information sharing and how they facilitated their parents to become comfortable with their new surroundings. Immigrant youth need to balance adapting to a new culture but also retaining their home country traditions if they are going to be effective ICT wayfarers. This study found that immigrant and refugee youth within their ethnic communities had a near unlimited capacity and willingness to help family, peers, community overcome many types of technical, cultural, and social barriers. They also had the capability to design and find unique solutions for the many beneficiaries they serve each day. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579867 The Information Lives of Immigrant and Refugee Youth Acting as Information and Communication Technology (ICT) Wayfarers ProQuest LLC Ph.D. Dissertation, University of Washington 2017-00-00 978-0-3553-5601-4 160 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:10621514 2018 As Provided JAN2020

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Yes Foreign Countries Rural Schools Elementary Schools Educational Technology Technology Uses in Education Distance Education Randomized Controlled Trials Satellites (Aerospace) Program Effectiveness Comparative Analysis Mathematics Instruction English Instruction Computer Mediated Communication Reading Skills Mathematics Skills Attendance Patterns Time on Task Reading Tests Mathematics Tests Student Surveys Interviews Elementary School Students Elementary School Teachers Administrators Focus Groups Grade 2 Grade 3 Grade 4 Johnston, Jamie Ksoll, Christopher Reports - Research Ghana ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Elementary Education In lower- and middle-income countries, including Ghana, students in rural areas dramatically underperform their urban peers. Rural schools struggle to attract and retain professionally trained teachers (GES 2012; World Bank 2012). We explore one potential solution to the problem of teacher recruitment: distance instruction. Through a cluster randomized controlled trial, we estimate the impact of a program that broadcasts live instruction via satellite to rural primary school students. The program equipped classrooms in 70 randomly selected Ghanaian schools with the technology required to connect to a studio in Accra. An additional 77 schools served as the control. Instructors in Accra provided math and English lessons to classrooms in the treatment group. The model is interactive, and students in satellite classes could communicate in real time with their remote teachers. We estimate significant gains (p<0.05) in rural students' numeracy and foundational literacy skills. We find no impact on attendance and classroom time-on-task (as measured through unannounced classroom observations), suggesting that these gains may result from improved instructional quality rather than from increased instruction time. ED579066 Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08 Stanford Center for Education Policy Analysis 2017-08-00 54 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 60 As Provided JAN2020

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Yes Economic Impact Academic Achievement Language Arts Mathematics Achievement Evidence Population Distribution Statistical Analysis Statistical Data Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Shores, Kenneth Steinberg, Matthew P. Reports - Research ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Grade 3 The Great Recession was the most severe economic downturn in the United States since the Great Depression. Using newly available population-level achievement data from the Stanford Education Data Archive (SEDA), we estimate the impact of the Great Recession on the math and English language arts (ELA) achievement of all grade 3-8 students in the United States. Employing a difference-in-differences strategy that leverages both cross-district variation in the economic shock of the recession and within-district, cross-cohort variation in school-age years of exposure to the recession, we find that the onset of the Great Recession significantly reduced student math and ELA achievement. Moreover, the recessionary effect on student achievement was concentrated among school districts serving more economically disadvantaged and minority students, indicating that the adverse effects of the recession were not distributed equally among the population of U.S. students. We also find that the academic impact of the recession was more severe for students who were older at the time of first exposure to the recession, compared to their younger counterparts. Finally, the recession's effects on student achievement were concentrated in districts with the largest reductions in teacher personnel, providing evidence that the effects we observe are driven, in part, by the recession's negative effects on school resources. We discuss the implications of and potential policy responses to economic shocks that adversely affect student achievement and widen educational inequality. ED579067 The Impact of the Great Recession on Student Achievement: Evidence from Population Data. CEPA Working Paper No. 17-09 Stanford Center for Education Policy Analysis 2017-08-28 Russell Sage Foundation William T. Grant Foundation 65 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 36 As Provided JAN2020

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Yes Equal Education Social Justice Teacher Surveys Elementary Secondary Education Educational Responsibility Educational Practices Teacher Role Achievement Gap Individual Differences Beliefs Praxis Urban Schools School Districts Attitude Measures Teacher Attitudes Empowerment Preferences Rochmes, Jane Penner, Emily Loeb, Susanna Reports - Research ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Elementary Secondary Education Despite the multifaceted causes of educational disparities, schools' responsibility for reducing inequality undergirds American ideals. Educators operate as street-level bureaucrats to accomplish this equalizing work. Surprisingly, we know little about how teachers think about inequality or enact strategies to combat it, even though their execution of this mandate is almost certainly mediated through pre-existing understandings. This paper provides a framework (applicable to other sectors) to examine educators' beliefs about inequality and their role in advancing equity. To progress, teachers need to believe that doing so is valuable, feel empowered to overcome disadvantage, and be willing to make tradeoffs in pursuit of equity goals. Our framework highlights the salience of individual differences between low and high achievers as a form of inequality that may divert teachers' focus from the structural inequality that is central to policy and sociological concern. We test this framework empirically using novel survey data from over 1,500 teachers collected in a diverse urban school district. Although most surveyed teachers believe addressing inequality is important and feel empowered to do so, many seemingly equity-minded educators do not endorse strategies aligned with closing racial and socioeconomic inequality--indicating an important barrier to reducing inequality. ED579068 Educators as "Equity Warriors." CEPA Working Paper No. 17-11 Stanford Center for Education Policy Analysis 2017-11-00 63 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 89 As Provided JAN2020

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Yes Accountability Early Childhood Education Quality Control Program Effectiveness Rating Scales Enrollment Hypothesis Testing Parent Attitudes School Choice Influences Competition State Standards Institutional Evaluation Regression (Statistics) Correlation Bassok, Daphna Dee, Thomas S. Latham, Scott Reports - Research North Carolina ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Early Childhood Education In an effort to enhance the quality of early childhood education (ECE) at scale, nearly all U.S. states have recently adopted Quality Rating and Improvement Systems (QRIS). These accountability systems give providers and parents information on program quality and create both reputational and financial incentives for program improvement. However, we know little about whether these accountability reforms operate as theorized. This study provides the first empirical evidence on this question using data from North Carolina, a state with a mature QRIS. Using a regression discontinuity design, we examine how quasi-random assignment to a lower quality rating influenced subsequent outcomes of ECE programs. We find that programs responded to a lower quality rating with comparative performance gains, including improvement on a multi-faceted measure of classroom quality. Programs quasi-randomly assigned to a lower star rating also experienced enrollment declines, which is consistent with the hypothesis that parents responded to information about program quality by selectively enrolling away from programs with lower ratings. These effects were concentrated among programs that faced higher levels of competition from nearby providers. ED579069 The Effects of Accountability Incentives in Early Childhood Education. CEPA Working Paper No. 17-10 Stanford Center for Education Policy Analysis 2017-09-00 Smith Richardson Foundation Institute of Education Sciences (ED) 53 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 55 As Provided JAN2020 Yes R305B090002 R305B130017

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Yes Educational Legislation Federal Legislation Laws Elementary Secondary Education Educational Improvement School Districts Teacher Education Administrator Education Second Language Instruction English Language Learners Immigrants Educational Innovation School District Autonomy American Indian Students American Indian Education Hawaiians Alaska Natives Educational Finance Homeless People Academic Achievement Disadvantaged Federal Aid Access to Education Accountability Private Schools Legal Responsibility Legal/Legislative/Regulatory Materials Elementary and Secondary Education Act No Child Left Behind Act 2001 US Congress English Elementary Secondary Education The Every Student Succeeds Act (Public Law 114-95) was put in place to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves. The Act includes the following titles: (1) Improving Basic Programs Operated by State and Local Educational Agencies; (2) Preparing, Training, and Recruiting High-Quality Teachers, Principals, or Other School Leaders; (3) Language Instruction for English Learners and Immigrant Students; (4) 21st Century Schools; (5) State Innovation and Local Flexibility; (6) Indian, Native Hawaiian, and Alaska Native Education; (7) Impact Aid; (8) General Provisions; and (9) Education for the Homeless and Other Laws. ED579070 Every Student Succeeds Act (Public Law 114-95) US Congress 2015-12-10 392 US Congress. Web site: http://www.congress.gov N/A 2018 0 ERIC JAN2020 ED576984

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No Interviews Resistance (Psychology) Activism Advocacy Outcomes of Education Role of Education Capacity Building Civil Rights Social Change Change Strategies Case Studies Strategic Planning Social Attitudes Research Reports Foreign Countries Bloch, Nadine Reports - Research Germany Philippines Serbia United States United States Institute of Peace English This report highlights key strategic functions and outcomes of education and training in nonviolent civil resistance movements around the world. Funded by the United States Institute of Peace (USIP), it draws on findings from research,trainer and participant interviews, and the author's experience with nonviolent civil movements. ED579071 Education and Training in Nonviolent Resistance. Special Report 394 United States Institute of Peace 2016-10-00 20 United States Institute of Peace. 1200 17th Street NW #200, Washington, DC 20036. Tel: 202-457-1700; Fax: 202-429-6063; Web site: http://www.usip.org N/A https://www.usip.org/sites/default/files/SR394-Education-and-Training-in-Nonviolent-Resistance.pdf 2018 0 As Provided JAN2020

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No Peace Counselor Training Capacity Building Instructional Design Educational Innovation Program Development Program Evaluation Counseling Effectiveness International Relations Conflict Resolution Military Personnel Cultural Awareness Gerspacher, Nadia Reports - Descriptive United States Institute of Peace English The international community increasingly deploys advisers to work alongside high-level officials in postconflict and transitional countries as part of the peacebuilding and reform process. But those advisers are often underprepared to do their jobs. Drawing on the author's experience in helping to design and develop an innovative U.S. Department of Defense training course for advisers, this report finds that many existing training programs fall short and explains what can be done to produce more effective advisers. ED579072 Preparing Advisers for Capacity-Building Missions. Special Report 312 United States Institute of Peace 2012-08-00 12 United States Institute of Peace. 1200 17th Street NW #200, Washington, DC 20036. Tel: 202-457-1700; Fax: 202-429-6063; Web site: http://www.usip.org N/A https://www.usip.org/sites/default/files/SR312.pdf 2018 0 As Provided JAN2020

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Yes Instructional Materials Educational Technology Technology Uses in Education Simulated Environment Computer Simulation Attitude Measures Preferences Video Technology Pictorial Stimuli Games Semi Structured Interviews Content Analysis Interaction Teaching Methods Case Studies Qualitative Research Undergraduate Students Foreign Countries Student Motivation Yildirim, Gürkan Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Today, it is seen that developing technologies are tried to be used continuously in the learning environments. These technologies have rapidly been diversifying and changing. Recently, virtual reality technology has become one of the technologies that experts have often been dwelling on. The present research tries to determine users' opinions and preferences on the utilization of different kinds of multimedia items (pictures, videos and games) in virtual reality goggles. In this context, participants' opinions were taken through semi-structured interview forms within this research, which is designed as a case study. The data were subjected to content analysis. It is observed that participants liked and preferred virtual reality technologies. The features of the sense of reality, feeling the ambience and providing the possibility of having a tour in this ambience presented by the technologies can be listed as determinants in participants' preferences. In addition to this, it can be said that especially the game type contents of the virtual reality technologies are preferred more than the photos and videos. It is thought that interaction and entertainment factors have a significant role in such kind of preferences. Moreover the participants have also indicated that the use of virtual reality technologies, especially in social studies classes, may be beneficial. Besides, it is thought that virtual reality technologies can be more useful than in-class methods in the sciences and other fields and the VR technologies will increase permanence by creating active learning environments. ED580780 The Users' Views on Different Types of Instructional Materials Provided in Virtual Reality Technologies Online Submission European Journal of Education Studies v3 n11 p150-172 2017 2017-00-00 22 N/A 2018 32 As Provided JAN2020

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No Markov Processes Probability Scientific Concepts Swistock Pollard, Blake Stephen Dissertations/Theses - Doctoral Dissertations EISSN- English We begin by defining the concept of "open" Markov processes, which are continuous-time Markov chains where probability can flow in and out through certain "boundary" states. We study open Markov processes which in the absence of such boundary flows admit equilibrium states satisfying detailed balance, meaning that the net flow of probability vanishes between all pairs of states. External couplings which fix the probabilities of boundary states can maintain such systems in non-equilibrium steady states in which non-zero probability currents flow. We show that these non-equilibrium steady states minimize a quadratic form which we call "dissipation." This is closely related to Prigogine's principle of minimum entropy production. We bound the rate of change of the entropy of a driven non-equilibrium steady state relative to the underlying equilibrium state in terms of the flow of probability through the boundary of the process. We then consider open Markov processes as morphisms in a symmetric monoidal category by splitting up their boundary states into certain sets of "inputs" and "outputs." Composition corresponds to gluing the outputs of one such open Markov process onto the inputs of another so that the probability flowing out of the first process is equal to the probability flowing into the second. Tensoring in this category corresponds to placing two such systems side by side. We construct a "black-box" functor characterizing the behavior of an open Markov process in terms of the space of possible steady state probabilities and probability currents along the boundary. The fact that this is a functor means that the behavior of a composite open Markov process can be computed by composing the behaviors of the open Markov processes from which it is composed. We prove a similar black-boxing theorem for reaction networks whose dynamics are given by the non-linear rate equation. Along the way we describe a more general category of open dynamical systems where composition corresponds to gluing together open dynamical 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.] ED580781 Open Markov Processes and Reaction Networks ProQuest LLC Ph.D. Dissertation, University of California, Riverside 2017-00-00 978-0-3554-7249-3 179 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:10624844 2018 As Provided JAN2020

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No Principals Middle School Students Parent Participation Well Being Administrator Role Parent School Relationship Educational Environment Administrator Surveys Administrator Attitudes Faculty Development Volunteers Decision Making Family Environment Parents as Teachers Educational Practices Tomichek-Michalowski, Tracie V. Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools The purpose of the exploratory research study was to identify middle level principals' parent involvement practices. Parent involvement impacts students in positive ways, and a principal must have the ability to involve parents. The job description of a principal can be difficult to place on paper. Principals multitask throughout the day and often shift from leader to conflict resolver in a moment's notice while also focusing on the safety and overall well-being of the entire school community. Principals play a significant role in making parents an integral part of the school by involving them in their child's educational process. Principals need to develop a supportive and welcoming environment for both students and parents. The review of literature examines reasons why teachers may or may not involve parents, explains different models of parent involvement, and identifies barriers to parent involvement. Knowing the principal plays a key role in facilitating parent involvement, the overall aim of the exploratory study is to examine middle level principals' parent involvement practices. Middle level principals in the western region of Pennsylvania were surveyed to determine how their current practices aligned with Joyce Epstein's six parenting practices which include parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Findings indicate middle level principals engage in using practices within all six categories. Findings also indicate principals can improve practices that are more individualized for students and families. A need for professional development for principals and teachers in order to involve parents into the school community was identified. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579327 Middle Level Principals' Parent Involvement Practices ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9182-0 146 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:10645928 2018 As Provided JAN2020

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No Governance Higher Education Participative Decision Making Democratic Values Debate Epistemology Transformational Leadership College Administration Leadership Styles Educational Practices Manick, Christopher J. D. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This dissertation addresses the question: Should higher education governance and decision-making be an elite or collective responsibility? It brings into conversation (i) the debate over the future of shared (i.e. participatory, faculty) governance in higher education, and (ii) research in democratic theory, specifically the epistemic defense of deliberative democratic decision-making. It argues on epistemic (or knowledge-based) grounds that the answer to improved decision-making in academic governance is better, not less, deliberation. Colleges and universities should use deliberative decision-making mechanisms to tap the collective knowledge of its academic units to identify problems and likely solutions. To this end, I propose an epistemic theory of deliberation and intend it as an improvement and replacement to the governance practices that fail to meet the demands of academe's increasing technological and uncertain future. However, "better" deliberation does not simply mean more; there are also limits to the usefulness of deliberative approaches. My argument supposes that deliberative and democratic practices should be used to the extent that they provide epistemic benefits. When problems and solutions are collectively identified--i.e. once a group knows what to do--experts often prove more effective at getting things done. I conclude that effective shared governance consists of both a deliberative democratic body that can figure out what to do and an expertocratic body that can then get things done with the nimbleness and adaptivity that current critiques say is sorely lacking in today's current shared governance 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.] ED579328 Knowing Better: Improving Collective Decision Making in Higher Education Shared Governance ProQuest LLC Ph.D. Dissertation, University of Florida 2016-00-00 978-0-3551-9661-0 208 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:10646409 2018 As Provided JAN2020

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No Comparative Analysis Leadership Qualities Principals Elementary Secondary Education Superintendents Instructional Leadership Vocational Education Davis, Bernard Trey S., III Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English Elementary Secondary Education The purpose of this study was to identify leadership characteristics of technical school principals as perceived by technical center school principals, the superintendents, and the center's Joint Control Board of the regional technical centers of the Commonwealth of Virginia. A regional technical center principal position deals with a different administrative governing board, students from different high schools, and courses in the field of career and technical education. This study gathered and evaluated perspectives from the participating superintendents, Joint Control School Board members, and regional technical center principals to determine similarities and differences between the perceptions among these groups. The population selected for this study was comprised of the participating superintendents, school board members, and principals from all ten K-12 public school regional technical centers in the Commonwealth of Virginia during the 2014-15 school year. The results showed that the survey respondents ranked visionary and instructional leader as the top two characteristics for regional technical center principals. The results showed that superintendents and Joint Control School Board members ranked having a background or experience in career and technical education higher than principals ranked that characteristic. Joint Control Board Members ranked having a CTE degree significantly higher than principals and superintendents. Superintendents and Joint Control Board Members rated the principal's ability to articulate an instructional vision as having a significant relation to academic success higher than principals rated that characteristic. Survey respondents rated statement ten; persuasion is the ultimate tool for a technical center principal of public education, mean responses the lowest. All three survey respondents rated statement six; personal and professional integrity, honesty, and fairness are essential leadership characteristics for the public school regional technical center principal, mean responses the highest. Open-ended question sixteen, what other characteristics that are needed for the CTE leader of a regional technical center that have not been addressed?, revealed results that superintendents and principals indicated that personnel management was a valuable skill, that superintendents believed that building relationships with students and recruiting students along with having the ability to work with various stakeholders was 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.] ED579329 A Comparative Study of Leadership Characteristics of Virginia Regional Technical Center Principals ProQuest LLC Ed.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-0850-4 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10647375 2018 As Provided JAN2020

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No Case Studies Electronic Learning Qualitative Research Assistive Technology Physical Disabilities Intellectual Disability Access to Education Job Training Accessibility (for Disabled) Online Courses Technology Uses in Education Educational Technology Conway, Thomas Hayes Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this qualitative multiple case study was to explore how accessibility standards are adapted to create online learning environments that are accessible to people who use assistive technology, or have navigational challenges due to physical or intellectual disabilities. Rogers diffusion of innovation was used as the contextual framework with the focus on the re-invention step occurring during the implementation stage of Rogers theory. Four participants of a research project dedicated to training people with disabilities for employment using online learning modules, live video chat mentoring sessions, and a multiple user virtual environment, were interviewed. Theme development resulted in a preference for multiple means of representation related to Universal Design for Learning and the need for confidence building through technology use. The findings of this research study recommend implementing a more inclusive online community where people who use assistive and accessible technologies can engage and interact through web-based communication platforms and equally participate in socially relevant activities such as education and employment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579330 Case Study in Modeling Accessibility for Online Instruction ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6455-5 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:10656573 2018 As Provided JAN2020

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No Conflict Resolution Peace Training Semi Structured Interviews Trainers Cultural Awareness Communication Skills Community Teaching Methods Language Usage Sexual Abuse Barriers Foreign Countries Community Attitudes Qualitative Research Surveys Milofsky, Alison Sany, Joseph Lancaster, Illana Krentel, Jeff Reports - Research Africa Cote d'Ivoire Congo Republic United States Institute of Peace English This report examines the role of conflict management training in preparing peacekeepers for United Nations/African Union missions through an assessment of the United States Institute of Peace (USIP) Conflict Management Training for Peacekeepers program. The assessment relies on data collected through 137 semistructured interviews with returned peacekeepers trained by USIP, with community members in mission areas where peacekeepers were deployed, and with pre-deployment trainers. The report discusses findings, and offers recommendations for USIP's training for peacekeepers as well as for broader peacekeeping policy and practice. ED579073 Conflict Management Training for Peacekeepers: Assessment and Recommendations. Special Report 411 United States Institute of Peace 2017-08-00 978-1-60127-668-1 28 United States Institute of Peace. 1200 17th Street NW #200, Washington, DC 20036. Tel: 202-457-1700; Fax: 202-429-6063; Web site: http://www.usip.org N/A https://www.usip.org/sites/default/files/SR411-Conflict-Management-Training-for-Peacekeepers.pdf 2018 0 As Provided JAN2020

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No Foreign Countries Interviews Peace Educational Methods Barriers Teacher Attitudes Program Effectiveness Stereotypes Student Attitudes Violence Bullying Nongovernmental Organizations Context Effect Cultural Influences Religious Factors Teacher Competencies Teaching Methods Parent Participation Delivery Systems Case Studies Females Role Government Role Sustainability Program Evaluation Islam Religious Education Ahmed, Zahid Shahab Reports - Research Pakistan United States Institute of Peace English With an eye to the theory that radicalization is a function of social and political marginalization more than of economic poverty, this report examines a cross-section of peace education initiatives in Pakistan. It relies on data collected through interviews with program teachers and students when possible. Funded by the United States Institute of Peace, it is part of a larger Center for South and Central Asia study on the role of education in preventing violent conflict. ED579074 Peace Education in Pakistan. Special Report 400 United States Institute of Peace 2017-03-00 16 United States Institute of Peace. 1200 17th Street NW #200, Washington, DC 20036. Tel: 202-457-1700; Fax: 202-429-6063; Web site: http://www.usip.org N/A https://www.usip.org/sites/default/files/2017-03/sr-400-peace-education-in-pakistan.pdf 2018 0 As Provided JAN2020

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Yes Educational Legislation Federal Legislation Educational Change Change Strategies State Standards Low Achievement Regression (Statistics) Program Effectiveness Program Implementation Accountability Achievement Gains Educational Improvement Planning Coding Teacher Surveys Achievement Tests Student Records Statistical Analysis Rural Schools Intervention Mathematics Achievement Reading Achievement Bonilla, Sade Dee, Thomas Reports - Research Kentucky No Child Left Behind Act 2001 ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Under waivers to the No Child Left Behind (NCLB) Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these "Focus Schools." In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a "super subgroup" measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to substantial improvements in school performance, raising math achievement by 17 percent and reading achievement by 9 percent. ED579075 The Effects of School Reform under NCLB Waivers: Evidence from Focus Schools in Kentucky. CEPA Working Paper No. 17-05 Stanford Center for Education Policy Analysis 2017-06-00 51 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 35 As Provided JAN2020

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No Mandarin Chinese Suprasegmentals Sentence Structure Grammar Qualitative Research Statistical Analysis Video Technology Interpersonal Communication Wang, Wei Dissertations/Theses - Doctoral Dissertations EISSN- English This study investigates Mandarin discourse markers from both functional and prosodic perspectives. Discourse markers are defined as sequentially dependent elements which bracket units of talk (Schiffrin 1987). In this study, I focus on three discourse markers, "ranhou" "then", "wo juede" "I think/feel", and "meiyou" "no, not". Using video-taped everyday conversation, I examine their functional categories and prosodic features, including duration, pitch range, and stress. My qualitative and quantitative analyses show that, first, the discourse functions of these markers are prosodically stronger than their lexical functions. Newly developed discourse functions, such as the topic-shifting function of "ranhou" and floor-claiming function of "meiyou," take on a special prosodic design that distinguishes them from other functions. Second, different prosodic features can have distinct functional and interactional relevance and thus prosody should not be treated as a unitary dimension in conversation. Discourse markers can have incongruent prosodic features, with one prosodic dimension strong and other dimension(s) weak. The ostensible "inconsistency" is in fact designed so as to fulfil particular interactional needs. Lastly, given the prosodic difference between lexical and discourse functions discussed, this study supports the view that the development of discourse markers should be considered an independent diachronic process, i.e. pragmaticalization, rather than a subtype of grammaticalization. Additionally, the present study has methodological contributions in that it has demonstrated the feasibility of integrating a quantitative approach and statistical tests into the study of discourse markers, which are traditionally studied qualitatively. As a complement to the qualitative approach, quantitative methods are able to provide a more objective angle to evaluate the relationships between prosody and 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.] ED580782 Prosody and Functions of Discourse Markers in Mandarin Chinese Conversation: The Cases of "Ranhou," "Wo Juede," and "Meiyou" ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3553-0389-6 302 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:10634154 2018 As Provided JAN2020

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No Attendance Elementary School Students Average Daily Attendance Truancy Urban Schools School Districts Data Collection Data Analysis Bruner, Charles Discher, Anne Chang, Hedy Reports - Research ISSN- Attendance Works Child and Family Policy Center English Elementary Education Chronic absenteeism--or missing 10 percent or more of school days for any reason--is a proven early warning sign of academic risk and school dropout. Too often, though, this problem is overlooked, especially among elementary students, because of the way attendance data are tracked. This study confirms the premise that districts and schools may fail to detect high levels of chronic absence because the problem is easily masked by average daily attendance, one of the most commonly calculated attendance measures. While many educators assume a 95 percent ADA rate is an indicator of good attendance, our research found that is often not the case. We found that schools with average daily attendance rates higher than 97 percent rarely have a problem with chronic absence, but that schools with ADA rates between 93 and 97 percent need to analyze their data to determine whether chronic absence is a significant problem. Moreover, schools with ADA rates of 93 percent or below are almost certainly dealing with high concentrations of absenteeism. Local, state and federal governments can take steps to ensure districts and schools use existing data to monitor and identify chronic absence starting in kindergarten. ED580783 Chronic Elementary Absenteeism: A Problem Hidden in Plain Sight. A Research Brief from Attendance Works and Child & Family Policy Center Attendance Works 2011-11-00 5 Attendance Works. 200 Granville Way, San Francisco, CA 94127. e-mail: info@attendanceworks.org; Web site: http://www.attendanceworks.org/ N/A http://www.attendanceworks.org/wp-content/uploads/2017/04/Chronic-Elementary-Absenteeism-A-Problem-Hidden-in-Plain-Sight.pdf 2018 0 As Provided JAN2020

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Yes Educational Legislation Federal Legislation Accountability Achievement Gap Educational Change Change Strategies Needs Assessment Technical Assistance Program Effectiveness Regression (Statistics) Program Implementation Fidelity Educational Policy Reading Achievement Mathematics Achievement State Standards Intervention Student Records Elementary Secondary Education Standardized Tests Socioeconomic Status Scores Statistical Analysis Dee, Thomas Dizon-Ross, Elise Reports - Research Louisiana No Child Left Behind Act 2001 ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Elementary Secondary Education States that received federal waivers to the No Child Left Behind (NCLB) Act were required to implement reforms in designated "Focus Schools" that contribute to achievement gaps. In this study, we examine the performance effects of such "differentiated accountability" reforms in the state of Louisiana. The Focus School reforms in Louisiana emphasized school-needs assessments and aligned technical assistance. These state reforms may have also been uniquely high-powered because they were linked to a new letter-based school-rating system. We examine the impact of these reforms in a sharp regression discontinuity (RD) design based on the assignment of schools to Focus status. We find that, over each of three years, Louisiana's Focus School reforms had no measurable impact on school performance. We discuss evidence that these findings may reflect policy uncertainty and implementation fidelity at the state and local level. ED579076 School Performance, Accountability and Waiver Reforms: Evidence from Louisiana. CEPA Working Paper No. 17-06 Stanford Center for Education Policy Analysis 2017-06-00 49 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 33 As Provided JAN2020

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Yes Physical Activities Physical Activity Level Academic Achievement Recreational Activities On Campus Students Student Participation Athletics Human Capital Foreign Countries Undergraduate Students Pilot Projects Experimental Groups Control Groups Outcomes of Education Incentives Exercise Statistical Analysis Fricke, Hans Lechner, Michael Steinmayr, Andreas Reports - Research Switzerland ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Higher Education What is the role of physical activity in the process of human capital accumulation? Brain research provides growing evidence of the importance of physical activity for various aspects of cognitive functions. An increasingly sedentary lifestyle could thus be not only harmful to population health, but also disrupt human capital accumulation. This paper analyzes the effects of on-campus recreational sports and exercise on educational outcomes of university students. To identify causal effects, we randomize financial incentives to encourage students' participation in on-campus sports and exercise. The incentives increased participation frequency by 0.26 times per week (47%) and improved grades by 0.14 standard deviations. This effect is primarily driven by male students and students at higher quantiles of the grade distribution. Results from survey data suggest that students substitute off-campus with on-campus physical activities during the day but do not significantly increase the overall frequency. Our findings suggest that students spend more time on campus and are better able to integrate studying and exercising, which may enhance the effectiveness of studying and thus improve student performance. [Migros provided financial support for this study.] ED579077 The Effect of Physical Activity on Student Performance in College: An Experimental Evaluation. CEPA Working Paper No. 17-03 Stanford Center for Education Policy Analysis 2017-05-16 Swiss National Science Foundation (SNSF) 76 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 48 As Provided JAN2020

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Yes Secondary School Teachers Teacher Effectiveness Attendance Patterns Secondary School Students Teacher Student Relationship Academic Achievement Correlation Value Added Models Outcomes of Education Predictor Variables Quasiexperimental Design Regression (Statistics) Longitudinal Studies Statistical Analysis Liu, Jing Loeb, Susanna Reports - Research Pennsylvania (Philadelphia) ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Secondary Education Both anecdotal and systematic evidence points to the importance of teachers for students' long-run success. Previous research on effective teachers has focused almost exclusively on student test score gains in math and reading. For this study we are able to link middle and high school teachers to the class-attendance of students in their classrooms, and to create measures of teachers' contributions to student attendance. Student absence is a growing concern for policy makers. On average, secondary students in the United States are absent from school three weeks per year (Snyder & Dillow, 2013), and even when they are in school, they miss many classes. We find systematic variation in teacher effectiveness at reducing class absences. These differences across teachers are as stable as those for student achievement. While positively correlated with teachers' value-added to achievement, teachers' value-added to attendance is clearly different and contributes independently and approximately equally to long run student outcomes including high school graduation. ED579078 Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School. CEPA Working Paper No. 17-01 Stanford Center for Education Policy Analysis 2017-01-00 48 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 37 As Provided JAN2020

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Yes Socioeconomic Status Achievement Gap Achievement Tests Foreign Countries Secondary School Students International Assessment Educational Trends Trend Analysis Elementary Secondary Education Mathematics Tests Mathematics Achievement Science Achievement Science Tests Parent Background Employed Parents Family Environment Access to Education Birth Rate Chmielewski, Anna K. Reports - Research Program for International Student Assessment Trends in International Mathematics and Science Study ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Secondary Education The existence of a "socioeconomic achievement gap"--a disparity in academic achievement between students from high- and low-socioeconomic status (SES) backgrounds--is well-known in educational research. The SES achievement gap has been documented across a wide range of countries. What is unknown in most countries is whether the SES achievement gap might be "changing" over time. This study combines 30 international large-scale assessments over 51 years, representing 100 countries and about 5.8 million students. Results indicate that on average globally, SES achievement gaps have increased for all three available measures of family SES: parents' education, parents' occupation, and the number of books in the home. These trends are partially explained by expanding school access and declining fertility rates. ED579079 The Global Increase in the Socioeconomic Achievement Gap, 1964-2015. CEPA Working Paper No. 17-04 Stanford Center for Education Policy Analysis 2017-05-22 42 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 55 As Provided JAN2020

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Yes Victims Violence Questionnaires National Surveys Victims of Crime Student Surveys Secondary School Students Student Characteristics Bullying Aggression Age Differences Crime Educational Environment Disclosure Statistical Analysis Yanez, Christina Lessne, Deborah Reports - Research Numerical/Quantitative Data National Center for Education Statistics (ED) Synergy Enterprises, Inc. English Secondary Education Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Student victimization and school violence have been an ongoing cause of national concern, resulting in a concerted effort among educators, administrators, parents, and policymakers to determine the gravity of the issue and consider approaches to crime prevention. This Statistics in Brief presents estimates of student criminal victimization at school by selected student characteristics and school conditions, reports of bullying victimization and other indicators of school disorder, school security measures, and student avoidance behavior. To assist policymakers, researchers, and practitioners in making informed decisions concerning crime in schools, the National Center for Education Statistics (NCES) collects data on student criminal victimization through its sponsorship of the School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The U.S. Department of Justice, Bureau of Justice Statistics (BJS), administers both surveys. This report uses data from the 2015 NCVS Basic Screen Questionnaire (NCVS-1), NCVS Crime Incident Report (NCVS-2), and SCS.1 The NCVS is the nation's primary source of information on criminal victimization and the victims of crime. The SCS collects additional national-level information from students in NCVS survey households, including questions about their experiences with and perceptions of crime and violence occurring at their school, on school grounds, on the school bus, and going to or from school. The SCS contains questions in areas not included in the NCVS, such as: (1) student reports of being bullied at school; (2) the presence of weapons, gangs, hate-related words, and graffiti in school; (3) the availability of drugs and alcohol in school; and (4) students' attitudes related to fear of victimization and avoidance behavior at school. ED579080 Student Victimization in U.S. Schools: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey. Stats in Brief. NCES 2018-106 National Center for Education Statistics 2018-01-00 28 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 -1 ERIC JAN2020 Yes EDIES12D0010/0004 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018106

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No Principals Administrator Education Professional Development Legal Responsibility Compliance (Legal) Special Education Disabilities Online Surveys Administrator Surveys Statistical Analysis Incidence Administrator Qualifications Superintendents Educational Legislation Educational Quality Equal Education Federal Legislation Higher Education Cooperation Newman, Kevin D. Dissertations/Theses - Doctoral Dissertations Virginia Education for All Handicapped Children Act Individuals with Disabilities Education Act Individuals with Disabilities Education Act Amendments 1997 EISSN- English Higher Education School administrators are responsible for ensuring state and federal special education laws and regulations are being implemented properly. This study examined the amount of training a Virginia school principal receives while attending principal preparation programs as well as professional development offered by their school division on how to handle any legal issues that may arise pertaining to special education. In 1975 Congress enacted the "Education for All Handicapped Children Act" (Public Law 94-142) and amended in 1997 as the Individuals with Disabilities Education Act. Education for All Handicapped Children Act was introduced in Congress to ensure that students with disabilities were provided the same opportunities as general education students. This legislation was later renamed IDEIA, Individuals with Disabilities Education Improvement Act, in 2004. A web-based survey was used to obtain information from principals in school divisions with high or no incidences of special education complaints. The survey was sent to 12 school divisions with 189 schools and 21 divisions with 189 schools respectively. The data collected from participants was analyzed with JMP software to determine patterns in principal responses based on their employment in divisions with high or no incidences of special education complaints. Statistical analysis included measures of central tendency (mean, median, and mode), frequencies, and percentages of the data collected at the state and regional level, by high or no incidence groups to determine if better prepared, more experienced, more informed principals that have had on-going training are able to administer special education programs effectively and therefore have fewer parent complaints. The results of the study indicated a need for higher education institutions (colleges and universities) to increase course offerings at the principal preparation level in the area of special education. Additionally there is a need for superintendents and division leadership to continue to develop and seek partnerships to deliver relevant ongoing professional development, as well as for principals to explore special education networking opportunities external to the division. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579331 Virginia Principals' Characteristics in Virginia School Divisions with High or No Incidences of Special Education Complaints ProQuest LLC Ed.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-1070-5 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:10647598 2018 As Provided JAN2020

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No Parent Attitudes Teacher Attitudes Communication (Thought Transfer) Statistical Analysis Teacher Surveys Parent Surveys Comparative Analysis Parent School Relationship Lipscomb, Kecia O. Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the learning process (Comer & Haynes, 1991). Likewise, schools make the assumption that parents realize their role in the learning process, but do not effectively communicate the partnership to parents, and misconceptions about the parents' and teachers' roles and behaviors arise. Research has shown that both schools and parents have a major influence on children as they develop and that they learn best when schools and parents work together (Comer & Haynes, 1991). The purpose of this study was to examine parent and teacher perceptions of effective communication. This was a non-experimental quantitative study that compared the differences between parents' and teachers' perceptions of effective communication. The study consisted of a survey for parents and teachers on a Likert scale. The survey data were compared through the use of the t-test statistic and a One-Way Analysis of Variance. The information discovered in this study will allow the researcher to bridge the learning gap regarding how parents and teachers can actively participate in the effective communication process to enable both parties to send and receive messages and limit the amount of misunderstanding on educational topics relating to students. This information will be provided to principals and school leaders in order to better manage the communication process between parents and teachers to include the information, attitudes, and perspectives that exist, thus, impacting student achievement and school 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.] ED579332 Parents' and Teachers' Perceptions of Effective Communication in Two Schools in One Division in Virginia ProQuest LLC Ed.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-1007-1 151 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:10647534 2018 As Provided JAN2020

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No Outcome Measures Teacher Evaluation Student Evaluation of Teacher Performance Evaluation Methods Student Surveys Teacher Surveys Teacher Effectiveness Instructional Effectiveness Interrater Reliability Classroom Techniques Measurement Techniques Measurement Objectives Correlation Test Reliability Test Validity Dockterman, Daniel Milo Dissertations/Theses - Doctoral Dissertations EISSN- English Student surveys have gained prominence in recent years as a way to give students a voice in their learning process, and teacher self-reports have always been an effective instrument for revealing the planning, intentions, and expectations behind a given lesson. Though student and teacher surveys are widely used, extant research in education has primarily treated these ratings as separate sources of evidence. Little research in education has directly compared student and teacher reports or examined the potential predictive quality of teacher-student perceptual discrepancy. However, inconsistencies or "discrepancies" in perceptions across constructs has a rich history in organizational psychology and psychopathology. Using similarly-worded student and teacher survey items from the Quality Assessment in Science (QAS) Surveys, this dissertation explores whether the degree and direction of perceptional congruence may be revealing of instructional practice and teaching quality. Two principal research topics were investigated: (1) What are the various methods one can use to measure discrepancy between student and teacher ratings within classrooms?; and (2) How do these different methods of examining discrepancy between student and teacher ratings perform for different purposes? The first research question was investigated within classrooms, principally by computing "unstandardized differences in means" measuring perceptual discrepancy between students and teachers. These unstandardized differences in means were used in conjunction with other scoring measures and plots of student and teacher item responses to investigate whether perceptual discrepancy is greater for some classes and some instructional practices. The second research question was investigated by comparing how the discrepancy rankings of classrooms and instructional practices changed depending on the employed method of discrepancy. Teaching is complex and, consequently, as many measures as possible should be used to capture its multidimensionality. Considering the views of students in tandem with the views of their teachers may allow teaching quality to be examined through a wider lens. That is, perceptual discrepancies may act as a barometer for the synchronous relationship or "intuneness" between students and teachers. The results of this dissertation suggest analyzing student and teacher perceptions together can help researchers better understand and differentiate quality practice, thereby providing constructive feedback to 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.] ED580592 Discrepancies between Students' and Teachers' Ratings of Instructional Practice: A Way to Measure Classroom Intuneness and Evaluate Teaching Quality ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3552-5517-1 171 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:10621814 2018 As Provided JAN2020

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No Mentors Secondary School Students Gifted Music Education Critical Thinking Thinking Skills Independent Study Semi Structured Interviews Teacher Attitudes Student Attitudes Teacher Student Relationship Student Centered Learning Student Experience Teaching Experience Qualitative Research Case Studies Brown, Jimmy Lee Dissertations/Theses - Doctoral Dissertations New York EISSN- English Secondary Education Although the implementation of effective instructional practice is paramount to the academic success of gifted music programs in kindergarten through twelfth grade (K-12), many learners in gifted music programs lack critical thinking skills, self-directed learning, a learner-centered paradigm, and learner-mentor relationship during instruction. The aim of this qualitative multiple-case study was to discover the perceptions and experiences held by gifted music learners and educators regarding mentorship of critical thinking skills, self-directed learning, learner-centered mentorship, and learner-mentor relationships with Grades 5 through 12 gifted music programs during instructional time. The participants were asked about their perceptions and experiences in either primary, middle, or high school gifted music programs. Educators and students were interviewed using semi-structured interviews either face-to-face or via Skype or phone. The population for this study consisted of Grades 5 through 12 gifted music participants including 24 gifted music learners and eight educators who participate in institutions with accreditation from Middle States Association of Colleges and Schools (MSACS) with a gifted and talented music program in New York. A multiple-case study was used for this design as this approach unveiled a detailed account of the perceptions and experiences the participants. The use of NVivo 10 software program was used to produce 13 emergent thematic meaningful units that helped to provide answers to the research questions. Future studies are suggested to develop and understand the efficacy of how the mentorship of critical thinking skills, self-directed learning, learner-centered paradigm, and learner-mentor relationship must be implemented during instruction in gifted music 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.] ED580593 Mentorship in Grades 5 through 12 Gifted Vocal Music Programs: Learners' and Educators' Perceptions of Mentorship ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-0376-6 169 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:10621838 2018 As Provided JAN2020

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No Teacher Effectiveness Self Efficacy Socialization Preservice Teacher Education Student Teaching Teacher Education Programs Communities of Practice Preservice Teachers Lowder, Garrett Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Education preparation institutions have long sought the most effective preparation practices for preparing tomorrow's educators. Unfortunately, understanding best practices in teacher preparation is fraught with ambiguity. Key facets of instruction on theory and clinical experience are understood to be necessary elements of preparation, and research indicates self-efficacy beliefs cultivated during these experiences may have one of the most significant influences on teacher effectiveness and willingness to remain in the profession. Recent efforts to improve teacher preparation practices have called universities to place focus on enhancing clinical experiences of preservice teachers. Efforts to meet this call have resulted in little data furthering understanding of enhanced clinical experiences on self-efficacy belief development. In this case study, the researcher analyzed a new preparation program employing an immersive, yearlong clinical experience. The researcher sought to understand if socialization into communities of practice during the experience influenced development of preservice teacher self-efficacy beliefs. The researcher analyzed the level of participant socialization and its influence on efficacy source experiences specifically. Additionally, the researcher analyzed if socialization facet variances across intern responses may have affected socialization. Findings indicated efficacy source experiences are linked to individuals' level of socialization. Efficacy source experiences changed as participant socialization levels changed. Less socialized participants perceived experiences differently and experienced a lack of feedback from mentors. The researcher also found acting community of practice members to have control over socialization facets, resulting in varying levels of socialization amongst participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579868 Cultivating Efficacious Teachers: A Case Study of the Impact of Socialization on Self-Efficacy Belief Development ProQuest LLC Ed.D. Dissertation, Southwest Baptist University 2017-00-00 978-0-3552-4642-1 218 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:10620689 2018 As Provided JAN2020

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No Reading Strategies Poverty Kindergarten Grade 1 Phenomenology Elementary School Teachers Preschool Teachers Interviews Reading Instruction Individualized Instruction Student Motivation Elementary School Students Reyenga, Billy Shane Dissertations/Theses - Doctoral Dissertations EISSN- English Kindergarten This phenomenological narrative study explored the effective reading strategies that successful Kindergarten and 1st Grade teachers used for economically disadvantaged students. The researcher used face-to-face interviews to glean data from 10 successful Kindergarten and 1st Grade teachers. The study findings lead to the conclusion that despite the challenges of teaching economically disadvantaged students, teachers are utilizing effective reading strategies and are able to adapt to students on an individual basis. Another suggested conclusion was that successful teachers not only utilize research-based strategies, but they make an effort to properly motivate students of poverty. The study provides implications for practices that teachers could use to increase the engagement of impoverished students in their classrooms, and increase the positive motivation when these students are learning how to read. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579869 A Phenomenological Study of Effective Reading Strategies for Children of Poverty in Nonmetropolitan: Stable School Settings ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2017-00-00 978-0-3553-6988-5 158 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:10620853 2018 As Provided JAN2020

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No Facilities Management Administrators Qualitative Research Administrator Attitudes Classroom Environment Community Colleges Aesthetics Classroom Design Comparative Analysis Student Needs Two Year College Students Interviews Parr, Eric Shannon Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English Two Year Colleges Facility managers have the challenge of adhering to community college policies and procedures while fulfilling requirements of administration, students, and teachers concerning specific needs of classroom aesthetics. The role of facility manager and how specific entities affect perceptions of the design and implementation of classroom aesthetics were presented in this study in an attempt to further clarify present classroom design practices and future aesthetic possibilities. The purpose of this study was to explore and compare a facility manager's perceptions of classroom learning environments, and a student's learning environment aesthetic needs. A qualitative research design was utilized within the theoretical framework of the human ecological theory. Six research participants were selected from Missouri community colleges to participate in this study based on job description. Interviews were conducted and four themes emerged: (1) finance, (2) flexibility, (3) foundational belief, and (4) focus. The findings revealed were reinforced by research previously performed on facility management. Implications for the study include community college facility managers researching and collaborating to increase their knowledge of aesthetics in college classrooms. In future research, the insight of college presidents, students, and teachers could be explored. Students may be asked about their perceptions of building facilities in regards to their learning, wellness, comfort and the desire to stay and complete their courses of study. Controlled variables such as participant areas in different classrooms settings may also be considered as a quantitative research study (Fraenkel, Wallen, & Hyun, 2015; Maxwell, 2013). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580594 A Qualitative Study Investigating Facility Managers' Perceptions of the Classroom Learning Environment ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3554-8899-9 142 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:10680808 2018 As Provided JAN2020

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No Best Practices Nursing Education Administrator Role Evidence Based Practice Teacher Orientation Barriers Qualitative Research Associate Degrees Community Colleges Faculty Development Administrator Surveys Learning Experience Lee, Antwinett O. Dissertations/Theses - Doctoral Dissertations Washington EISSN- English Two Year Colleges This study explored best practices for onboarding new faculty in nursing programs in Washington State of the United States. The purpose of this study was to examine, (a) onboarding practices to orient new faculty currently used at nursing programs that provide an Associate Degree, (b) the perceived nurse administrator's role in providing evidence-based orientation and training for new faculty and (c) the perceived barriers in providing evidence-based orientation and training for new faculty and how these barriers might be overcome. This study employed a predominantly qualitative survey design. Participants were nurse administrators in Associate Degree in Nursing (ADN) programs in Washington State of the United States. The survey was based on the Klein and Heuser (2008) Inform-Welcome-Guide framework. Surveys were electronically sent to 27 nurse administrators in all of the community and technical colleges in Washington State that offered ADN programs. These nurse administrators were asked about onboarding practices related to new nursing faculty. Onboarding of new nursing faculty needs to be examined because nurses transitioning from the role of expert clinician to novice faculty are often ill prepared to deal with the realities of what is entailed in the faculty role and pedagogy (Jaradat, 2013). The results in this study overall indicate that nurse administrators perceived that new nursing faculty were experiencing orientation/onboarding activities, especially in the area of informing relevant to communication, resources, and training. Areas to focus on for strengthening orientation/onboarding practices particularly were in the welcoming and guiding activities as described by items in the InformWel come-Guide (IWG) Survey administered in this study. These results may be useful as a springboard for conversation within each participating ADN program to determine which specific activities are in place and should be continued as well as ways to advance areas that may benefit by becoming formally implemented as part of the norm of the organizational culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580595 Best Practices for Onboarding New Nursing Faculty: The Role of the Nurse Administrator ProQuest LLC Ed.D. Dissertation, Seattle University 2017-00-00 978-0-3554-4025-6 123 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:10702014 2018 As Provided JAN2020

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No Qualitative Research Case Studies Disabilities Inclusion Common Core State Standards Interviews Observation Documentation Program Implementation Cooperative Planning Experienced Teachers Educational Needs Faculty Development Coaching (Performance) Beggs, Sara Dissertations/Theses - Doctoral Dissertations EISSN- English In this qualitative case study, intersectionality of strategies for teaching in an inclusive classroom with students with disabilities and strategies for teaching the Common Core State Standards (CCSS) will be explored. A gap in the literature demonstrated a need for further research in the area of CCSS for students with disabilities and more particularly how students in an inclusive program access CCSS. In order to research the possible intersectionality of CCSS and inclusion of students with disabilities in education the use of qualitative case study methodology through the analysis of interviews, observations, and reflective memos took place. An a priori theme development approach was used. Findings suggest five recommendations for successful implementation of CCSS in inclusive classrooms: (1) build in collaboration time for all stakeholders; (2) use well-trained teachers in inclusive models; (3) find the correct level of support; (4) conduct professional development within other district trainings and; (5) provide a consultation and coaching model. Recommendations for future research 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.] ED580080 Common Core Teaching Strategics in the Inclusive Classroom ProQuest LLC Ph.D. Dissertation, Chapman University 2017-00-00 978-0-3553-2379-5 189 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:10635476 2018 As Provided JAN2020

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No Teacher Attitudes Special Education Teachers Faculty Development Readiness Team Teaching Regular and Special Education Relationship Teacher Collaboration Elementary School Teachers Mathematics Instruction Qualitative Research Interviews Cooperative Planning Smith, Jason S. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Elementary Education This dissertation investigated regular and special education co-teachers' perceptions of professional development programs and their readiness to co-teach in the elementary mathematics classroom. A gap in co-teaching literature exists regarding how teachers perceived co-teaching professional development and how it impacts their readiness to co-teach. Two central research questions directed the study. Question 1 asks, "What are elementary mathematics co-teachers' perceptions of co-teaching professional development?" Question 2 asks, "How does professional development effect co-teaching in the elementary mathematics classroom?" A basic qualitative study was used to uncover, illuminate, and describe perceptions that mathematics co-teachers hold regarding professional development and readiness to teach in an elementary mathematics setting. Data were gathered in the form of one-on-one interviews with both regular and special education elementary mathematics co-teachers. A sample of 15 co-teachers was drawn from a school district in Pennsylvania where co-teaching was utilized in the elementary mathematics classroom. Interview data were recorded, transcribed, and coded in order to create themes used to answer the research questions. Major themes that arose to answer Research Question 1 included: (a) first exposer to co-teaching, (b) initially helpful, (c) continued professional development is necessary, and (d) professional development focused on co-teaching models. Themes that emerged used to answer Research Question 2 were: (a) professional development increased the use of co-teaching models/strategies, (b) professional development encouraged collaborative practices, and (c) professional development showed the importance of co-planning with professionals. Findings of the study were consistent with current literature and the theoretical framework of the critical reflection and social cognitive learning theories. Implications of the study and recommendations for future research were 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.] ED580081 A Qualitative Inquiry of Elementary Co-Teachers' Perceptions of Professional Development for Co-Teaching ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-3885-0 124 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:10635100 2018 As Provided JAN2020

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No High Achievement Low Achievement Middle School Students Leadership Qualities Educational Opportunities Educational Practices Parent Participation Faculty Development Principals Administrator Attitudes Semi Structured Interviews Mixed Methods Research Teacher Surveys Teacher Attitudes Predictor Variables Language Arts Standardized Tests Disabilities Minority Group Students Comparative Analysis Socioeconomic Status Ficarra, Laura Dissertations/Theses - Doctoral Dissertations New York EISSN- English Middle Schools The purpose of this mixed study was to investigate the differences between higher and lower achievement middle school rates pertaining to leadership qualities, opportunity to learn, instructional practices, parental involvement, and professional development. Qualitatively, principals were interviewed using a semi-structured interview protocol. Quantitatively, the teachers in this study were surveyed to investigate the difference between higher and lower achievement rate and teacher responses regarding the variables. In addition, this study investigated the variables and demographics that predict student achievement. The independent variables were opportunity to learn, instructional practices, parental involvement, leadership qualities, and professional development. The dependent variable was student achievement, which was measured using New York State (NYS) English Language Arts (ELA) and Math 8 Grade scores. A significant finding in this study was that the student demographics did not have an impact on student achievement. English language learners were exactly matched between each pair of higher and lower performing schools. Students with disabilities and race were also closely matched. Additionally, this study finds economic disparity to not be an indicator for student achievement. Furthermore, this study found that OTL was utilized in higher performing schools more than in lower performing schools regardless of SES according to the teachers surveyed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580596 Differences between Higher and Lower Achievement Rate and Leadership Qualities, Instructional Practices, Parental Involvement, Opportunity to Learn, and Professional Development ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3554-6363-7 155 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:10713395 2018 As Provided JAN2020

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No Young Children Developmental Disabilities Interpersonal Relationship Comparative Analysis Modeling (Psychology) Video Technology Behavior Modification Peer Teaching Play Intervention Outcomes of Treatment Inclusion Autism Pervasive Developmental Disorders Kucskar, Maryssa Dissertations/Theses - Doctoral Dissertations EISSN- English Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school day. Providing opportunities for positive social interactions, engagement, and play within a classroom setting allows children to make friendships, engage in higher levels of play, participate with peers in multiple social contexts, and lead to overall school success. The purpose of this study was to answer two research questions. The first question examined the relative effects of Video Modeling Other and Peer-Implemented Pivotal Response Training (VMO-PIPRT) when compared to Video Modeling Other alone (VMO) at increasing the number of social play actions in young children with DD in an inclusive setting. Secondly, the study investigated whether the positive effects of the best treatment generalized to the playground for each participant. An alternating treatments design was used to examine the relative effects of the comparison between the two interventions, VMO-PIPRT versus VMO alone. The VMO and VMO-PIPRT treatments were implemented in an inclusive classroom during child-directed learning centers. Data were collected daily during child-directed learning centers and on the playground. Five young children with DD were selected as research participants in the study and ten peer participants were trained on the PIPRT strategies implemented in the VMO-PIPRT treatment. Results of the study were variable between the two treatments and the participants. Visual analysis of the data suggests VMO-PIPRT was more effective for one participant with DD and the relative effect of VMO-PIPRT generalized to the playground. VMO-PIPRT was found to be minimally effective for a second participant with Autism. VMO alone was more effective for a third participant with DD and minimally effective for a fourth participant with Autism. There was no significant effect on the fifth participant with Autism. Generalization of the relative effects to the playground did not occur for the remaining four participants; however, there were increased levels of social play actions, or positive social interactions, when phases of treatment were compared. Further analysis of initiations suggests the research participants engaged in higher levels of initiations in the classroom and on the playground compared to reciprocal social play actions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580597 A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities ProQuest LLC Ph.D. Dissertation, University of Nevada, Las Vegas 2017-00-00 978-0-3553-1170-9 248 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:10278284 2018 As Provided JAN2020

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No Foreign Countries Grounded Theory Ethics Leadership Styles Instructional Leadership Qualitative Research Constructivism (Learning) Case Studies Decision Making Educational Practices Interviews Questionnaires Observation School Visitation Focus Groups Elementary Schools Data Collection Coding Egbufor, Dorothy Chukwudumebi Dissertations/Theses - Doctoral Dissertations Nigeria EISSN- English Elementary Education The chief aim of this study was to develop a grounded theory of ethical leadership with school leaders in Southern Nigeria, utilizing a qualitative constructivist paradigm and multiple case study design. There is growing interest in public service of ethics (Barberis, 2001). The study of ethics has been a part of the [school] leadership erudition and debate for centuries (Brown and Trevino, 2006; Tanner, Brugger, Van Schie and Lebherz, 2010), given that school leaders make many decisions daily, and at the heart of every one of them is the resolution of a moral dilemma because every decision carries with it the potential to restructure human life (Foster, 1986). Leaders in Nigeria have been engulfed in a crisis; which many indigenous Nigerian peoples believe is due to unethical practices and behaviors (Okechukwu, 2012). Yet, in the old African society, values and ethics education were the major instrument for evolving a peaceful society (Adekola, 2012). A constructivist approach to grounded theory reaffirms studying people in their natural settings and redirects qualitative research away from a positivist perspective (Charmaz, 2000). In this study, qualitative data was collected through in-person interviews, survey questionnaires, school observations, classroom visits and a focus group which occurred over an approximate period of two weeks in Delta State, Nigeria with nine school leaders, lead teachers, and classroom teachers working in three different publicly-funded primary schools. Theoretical sampling of artifacts and secondary data was achieved utilizing national education policies in Nigeria, archived research data, scholarly literature, and personal documents. Primary and secondary data sources were coded line-by-line and through focused coding techniques crucial to grounded theory methodology. Data trustworthiness was established through Creswell and Miller's (2000) verification procedures, including prolonged engagement, persistent observations, member checks, and triangulation. Through a two-step comparative method, four grounded theories of ethical leadership emerged: (1) "Ethical Beliefs + Ethical Decisions = Ethical Actions," (2) "No School or School leader is an Island," (3) "Embody the Change You Want to See," and (4) "Form and Finances before Function." Underlying tensions are discussed and strategic imperatives for actualizing ethical leadership in Southern Nigerian primary schools 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.] ED580598 A Grounded Theory Approach to Understanding Ethical Leadership with School Leaders in Southern Nigeria: A Perspective of Three Primary Schools ProQuest LLC Ed.D. Dissertation, Howard University 2017-00-00 978-0-3554-9982-7 255 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:10278434 2018 As Provided JAN2020

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No Employment Potential Employment Qualifications Disabilities Qualitative Research Case Studies Job Skills Intellectual Disability Dining Facilities Supervisors Teacher Retirement Special Education Teachers Attitude Measures Bonner, Vint K. H. Dissertations/Theses - Doctoral Dissertations EISSN- English Employability skills are important for employment access, success, and excellence, regardless of disability status. Importantly, employability skills are essential to the employment success of individuals with intellectual disabilities. Unfortunately, there are differences between the employability skills valued by employers, and the employability skills taught by educators. A qualitative, embedded multiple-case study design was used to explore how the employability skills taught by retired high school special education teachers who had taught vocation-related skills to students with intellectual disabilities compared to the employability skills valued by supervisors of adolescent and young adults with intellectual disabilities working in non-management positions in fast food restaurants. Retired teachers were chosen because they are the most important agents of their students' employability skills training. Fast food restaurant supervisors were chosen because the food service industry is where many individuals with intellectual disabilities find jobs if employed after exiting high school. Note that many students with intellectual disabilities expressed an interest in working in cafes and fast food restaurants. Purposive sampling was used to select eight participants, including four retired special education teachers and four fast food restaurant supervisors who interacted professionally with adolescents and young adults with intellectual disabilities. Analytic generalizations of these cases confirmed limited literal replications between the four supervisors' cases and between the three teachers' cases, and confirmed limited theoretical replication between the supervisors' and teachers' sets of cases. In addition, although retired teachers no longer retained any potentially embeddable teaching resources, the data triangulation of the supervisor-provided restaurant resources corroborated their perspectives on some of the skills they expressly valued. The findings indicated that there remains a difference between the employability skills valued by supervisors and the employability skills taught by teachers. Finally, the primary recommendation for future research, whether qualitative, quantitative, or mixed-methods, is to include the perspectives of adolescents and young adults with intellectual 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.] ED580599 Employability Skills for Individuals with Intellectual Disabilities: Supervisors' versus Teachers' Perspectives ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-0368-1 271 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:10619540 2018 As Provided JAN2020

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No Distance Education Telecommunications Handheld Devices Computer Uses in Education Multiple Choice Tests Electronic Learning Multimedia Instruction Usability Comparative Analysis Pretests Posttests Performance College Students Adult Students Wilson, Thomas Royce Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Traditionally in higher education, online courses have been designed for computer users. However, the advent of mobile learning (m-learning) and the proliferation of smartphones have created two challenges for online students and instructional designers. First, instruction designed for a larger computer screen often loses its effectiveness when displayed on a smaller smartphone screen. Second, requiring students to write remains a hallmark of higher education, but miniature keyboards might restrict how thoroughly smartphone users respond to open-response test questions. The present study addressed both challenges by featuring m-learning's greatest strength (multimedia) and by investigating its greatest weakness (text input). The purpose of the current study was to extend previous research associated with m-learning. The first goal was to determine the effect of device (computer vs. smartphone) on performance when answering multiple-choice and open-response questions. The second goal was to determine whether computers and smartphones would receive significantly different usability ratings when used by participants to answer multiple-choice and open-response questions. The construct of usability was defined as a composite score based on ratings of effectiveness, efficiency, and satisfaction. This comparative study used a between-subjects, posttest, experimental design. The study randomly assigned 70 adults to either the computer treatment group or the smartphone treatment group. Both treatment groups received the same narrated multimedia lesson on how a solar cell works. Participants accessed the lesson using either their personal computers (computer treatment group) or their personal smartphones (smartphone treatment group) at the time and location of their choice. After viewing the multimedia lesson, all participants answered the same multiple-choice and open-response posttest questions. In the current study, computer users and smartphone users had no significant difference in their scores on multiple-choice recall questions. On open-response questions, smartphone users performed better than predicted, which resulted in no significant difference between scores of the two treatment groups. Regarding usability, participants gave computers and smartphones high usability ratings when answering multiple-choice items. However, for answering open-response items, smartphones received significantly lower usability ratings than computers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579870 The Effect of Device When Using Smartphones and Computers to Answer Multiple-Choice and Open-Response Questions in Distance Education ProQuest LLC Ph.D. Dissertation, Old Dominion University 2017-00-00 978-0-3553-8623-3 123 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:10620882 2018 As Provided JAN2020

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No Second Language Instruction Mandarin Chinese Immersion Programs Elementary School Students Teaching Methods Grammar Computer Assisted Instruction Qualitative Research Observation Interviews Questionnaires Language Tests Instructional Effectiveness Comparative Analysis Outcomes of Education Oral Language Orthographic Symbols Adults Character Recognition Pronunciation Writing Skills Jia, Hongyi Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education In the present day Mandarin Chinese has become a commonly taught language in the U.S. Mandarin is widely taught in colleges and universities; K-12 Chinese programs, including immersion programs, have also grown rapidly. However, to date little research has been conducted on the latter programs. This study examines immersion programs in elementary schools. I investigate three aspects: 1) teaching methods in Chinese immersion programs, 2) acquisition of grammatical patterns, and 3) computer assisted methods for character learning. I adopted a qualitative approach; the methods I employ include observation, interviews, questionnaires, and tests. Data were collected from two immersion programs and two non-immersion programs in a Southwestern city in the U.S. The first study compares the teaching methods used in Chinese immersion and non-immersion programs. It is found that the two immersion programs adopted the functional approach with explicating in each class time, while the non-immersion programs used the analytical approach with practicing in context in most classes. The immersion students produced spontaneous speech in each class, while non-immersion language class students did not. The second study examines how immersion learners acquire the "ba"-construction and time phrases. We found that immersion students produced not many "ba" sentences but a large number of time phrases. However, in terms of accuracy, "ba" sentences were produced almost flawlessly, while time phrases were often placed incorrectly in a sentence. This result is quite different from what we find in adult learners who mostly acquire Chinese in a non-immersion setting. It shows that immersion learners' acquisition differs from both L1 acquisition and L2 acquisition by adults. The third study investigates how computer-assisted methods help students learn Chinese characters. I compare immersion learners with heritage learners with respect to how they respond to computer-assisted methods. No difference is found between the two groups of learners in terms of their performance in character recognition, pronunciation and writing. It is also found that while computer assisted materials helped with character recognition, it did not help with character 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.] ED579871 Chinese Immersion Language Education ProQuest LLC Ph.D. Dissertation, The University of Arizona 2017-00-00 978-0-3553-2082-4 188 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:10621266 2018 As Provided JAN2020

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No Educational Development Educational Change Educational Improvement Evidence Based Practice Educational Innovation Effect Size Educational Research Educational Finance Federal Aid State Aid Educational Policy Kane, Thomas J. Reports - Descriptive Brookings Institution English The primary obstacle to faster progress in U.S. education reform is hard to put your finger on, because it's an absence, not a presence. It is not an interest group or a manifest social problem. It is the infrastructure we never built for identifying what works. It is the organizational framework we've not yet constructed for building consensus among education leaders across the country to identify what's working. In this report, the author asks readers to consider the following argument: (1) In education as in medicine, most new ideas will fail; (2) even visionaries need evidence to galvanize others; (3) grass-roots, small scale trial and error will never discern the effect sizes we should be expecting; and (4) federally-funded studies are great for informing federal policy decisions, but we need more investments in evidence by state and local decision-makers. ED579081 Frustrated with the Pace of Progress in Education? Invest in Better Evidence Brookings Institution 2015-03-05 Policymakers 5 Brookings Institution. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu N/A https://www.brookings.edu/research/frustrated-with-the-pace-of-progress-in-education-invest-in-better-evidence/ 2018 0 ERIC JAN2020 ED576329

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Yes Exit Examinations Standardized Tests College Readiness Career Readiness Common Core State Standards State Policy Academic Standards Student Motivation Access to Education Educational History High School Graduates Accountability Student Responsibility Educational Attainment Employment Level Employment Qualifications College Entrance Examinations Benchmarking Hyslop, Anne Reports - Descriptive Massachusetts ACT Assessment SAT (College Admission Test) New America English High Schools In the 2013-14 school year, twenty-four states required students to be proficient on standardized tests in order to graduate from high school. But starting next year, and in the years to come, states will launch more rigorous, college- and career-ready assessments aligned to the Common Core. As they do so, they should revisit the stakes on these tests for students and consider eliminating, or modifying, their exit exam policies. As states transition to more challenging academic standards--with assessments to match those expectations--exit exams will increasingly place two worthy goals in conflict: motivating students to become college- and career-ready and giving them opportunities to access the world of college and career. In making this choice, "The Case Against Exit Exams" finds that states run the risk of weakening the intent of the Common Core and undermining efforts to increase rigor, build stronger curricula, and authentically evaluate students' postsecondary readiness. ED579082 The Case against Exit Exams. Policy Brief New America 2014-00-00 Bill and Melinda Gates Foundation 40 New America. 740 15th Street NW Suite 900, Washington, DC 20005. Tel: 202-986-2700; Fax: 202-986-3696; Web site: http://www.newamerica.org N/A 2018 0 ERIC JAN2020 ED576327

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Yes Urban Schools Two Year College Students Community Colleges Associate Degrees Acceleration (Education) Graduation Rate Program Effectiveness Low Income Groups Remedial Instruction Randomized Controlled Trials Transportation Textbooks Tuition Academic Advising Career Counseling Employment Services Comparative Analysis Gupta, Himani Reports - Research New York (New York) MDRC English Higher Education The Accelerated Study in Associate Programs (ASAP), developed by the City University of New York (CUNY), is an uncommonly comprehensive and long-term program designed to address low graduation rates among community college students. MDRC has been studying the effects of ASAP on low-income students with developmental (remedial) education needs at CUNY using a randomized controlled trial. At the time of MDRC's evaluation, ASAP offered students a tuition waiver, the free use of textbooks, a MetroCard for the unlimited use of New York City public transit, access to advisers with reduced caseloads, individual career and employment services, and tutoring, all for up to three years. To maintain their status in the program, students had to enroll full time, take their developmental courses early, meet regularly with their advisers, and attend tutoring if they were taking developmental courses or were struggling academically. The last report MDRC published found that within three years (the amount of time program services were available to students) ASAP nearly doubled graduation rates. Following up on students six years after the start of the research study, MDRC finds that ASAP both continues to increase graduation rates and enables some students to earn their degrees faster than they would have otherwise. ED579083 The Power of Fully Supporting Community College Students: The Effects of The City University of New York's Accelerated Study in Associate Programs after Six Years MDRC 2017-10-00 2 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 0 ERIC JAN2020

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No Form Classes (Languages) English Language Usage Semantics Comparative Analysis Phrase Structure Syntax Generalization Snider, Todd Nathaniel Dissertations/Theses - Doctoral Dissertations EISSN- English Just as pronouns like "she" and "he" make anaphoric reference to individuals, English words like "that" and so can be used to refer anaphorically to a proposition introduced in a discourse: "That's true; She told me so". Much has been written about individual anaphora, but less attention has been paid to propositional anaphora. This dissertation is a comprehensive examination of propositional anaphora, which I argue behaves like anaphora in other domains, is conditioned by semantic factors, and is not conditioned by purely syntactic factors nor by the at-issue status of a proposition. I begin by introducing the concepts of anaphora and propositions, and then I discuss the various words of English which can have this function: "this", "that", "it", "which", "so", "as", and the null complement anaphor. I then compare anaphora to propositions with anaphora in other domains, including individual, temporal, and modal anaphora. I show that the same features which are characteristic of these other domains are exhibited by propositional anaphora as well. I then present data on a wide variety of syntactic constructions--including subclausal, monoclausal, multiclausal, and multisentential constructions--noting which license anaphoric reference to propositions. On the basis of this expanded empirical domain, I argue that anaphoric reference to a proposition is licensed not by any syntactic category or movement but rather by the operators which take propositions as arguments. With this generalization in hand, I turn to how such facts can be formally modeled: I review existing systems which track anaphora and/or which make use of propositional variables, and then introduce a new formalism which incorporates insights from these existing systems. Finally, I turn to the interaction between a proposition's availability for anaphoric reference and its discourse status (in particular, its at-issue status). Contrary to the prevailing assumption in the literature, I argue that there is no tight linking between these two properties, and that one of the tests frequently used to diagnose at-issueness in fact diagnoses only anaphoric availability. I argue that propositional anaphora and at-issueness are distinct, showing that at-issueness is neither necessary nor sufficient to determine a proposition's anaphoric potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580784 Anaphoric Reference to Propositions ProQuest LLC Ph.D. Dissertation, Cornell University 2017-00-00 978-0-3555-2766-7 339 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637190 2018 As Provided JAN2020

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No Females Attitude Measures Information Sources Body Composition Self Concept Negative Attitudes Social Influences Age Differences Environmental Influences Q Methodology Qualitative Research Adolescents Adults Resilience (Psychology) Peer Influence Parent Influence Siblings Friendship Family Influence Petersen, Kristin Lee Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study was to explore women's perceptions of the sources of information that led to the development of their body image. The problem this study addressed was women receive messages that contribute to negative body image throughout their lifetimes. When these messages are processed passively, especially when cultivated over time, serious disorders and the transmission of unhealthy behaviors to children and peers can result. Different age groups provided insight into events that occur in the decades of their lives, and how influences are perceived differently at different ages. This study used Q methodology to analyze the subjective, qualitative perspectives of women concerning influences on the development of their body image. Forty-five women sorted a list of 45 potential influences under two conditions of instruction (one pertaining to adolescence and the other pertaining to adulthood). The data were collected and analyzed, resulting in the identification and description of three archetypes: the Resilient (influenced by positive factors), the Transitional (influenced by a combination of factors), and the Impressionable (influenced by negative factors). The most commonly reported influences were significant others, siblings, mothers, self-talk, and close friend peers. The majority of women reported becoming more resilient to negative influences with age. Practitioners must not only treat the outcome of body image dissatisfaction, but also teach resilience and an internal locus of control to help prevent body image issues. The earlier in life this type of education is received, the more likely body image dissatisfaction will be minimized. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580785 Social Cognitive Perspectives on the Development of Body Image in Adult Women ProQuest LLC Ph.D. Dissertation, North Dakota State University 2017-00-00 978-0-3555-1160-4 170 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:10638007 2018 As Provided JAN2020

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No Student Evaluation Testing Problems Self Evaluation (Individuals) Observation Interviews Portfolio Assessment Alternative Assessment Case Studies High School Students Meier, Deborah Knoester, Matthew Books Reports - Evaluative New York Massachusetts (Boston) English High Schools The authors of the book argue that a fundamentally complex problem--how to assess the knowledge of a child--cannot be reduced to a simple test score. "Beyond Testing" describes seven forms of assessment that are more effective than standardized test results: (1) student self-assessments, (2) direct teacher observations of students and their work, (3) descriptive reviews of the child, (4) reading and math interviews with children, (5) portfolios and public defense of student work, (6) school reviews and observations by outside professionals, and (7) school boards and town meetings. These assessments are more honest about what we can and cannot know about children's knowledge, skills, and dispositions, and are more adaptable to varying educational missions. Readers can compare and contrast each approach and make informed decisions about what is most appropriate for their school. This book features: (1) legendary educator Deborah Meier's thinking on assessments as they relate to the central goal of educating for democracy; (2) effective approaches for getting to know the strengths and challenges of individual students and schools; (3) multiple examples of children and schools for each assessment; and (4) a case study of 38 successful high schools in New York using performance assessments in place of standardized tests. ED580786 Beyond Testing: Seven Assessments of Students and Schools More Effective than Standardized Tests Teachers College Press 2017-07-14 978-0-8077-5853-3 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/beyond-testing-9780807758526 2018 ERIC JAN2020

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No Culturally Relevant Education Teaching Methods Social Justice Social Change Role of Education Sustainability Cultural Pluralism Minority Group Students Equal Education Cultural Capital Pacific Islanders Foreign Countries Paris, Django, Ed. Alim, H. Samy, Ed. Collected Works - General Books South Africa English "Culturally Sustaining Pedagogies" raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)--teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. This book features: (1) a definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches; (2) examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color; and (3) contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. [Contributors include: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong.] ED580787 Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World Teachers College Press 2017-05-05 978-0-8077-5834-2 304 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/culturally-sustaining-pedagogies-9780807758335 2018 ERIC JAN2020

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No Child Care Centers Preschool Education Infants Toddlers Rating Scales Childhood Needs Child Development Language Acquisition Cognitive Development Social Development Emotional Development Child Health Child Safety Educational Quality Program Evaluation Teacher Education Test Reliability Test Validity Scoring Inclusion Culturally Relevant Education Educational Facilities Hygiene Languages Books Learning Activities Interaction Program Design Harms, Thelma Cryer, Debby Clifford, Richard M. Yazejian, Noreen Books Guides - Non-Classroom Infant Toddler Environment Rating Scale English Preschool Education Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used "Infant/Toddler Environment Rating Scale." ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age. ITERS-3 focuses on the full range of needs of infants and toddlers and provides a framework for improving program quality. Further, the scale assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety. ITERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, program evaluation by directors and supervisors, teacher self-evaluation, monitoring by agency staff, and teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. While the approach to assessing quality and the scoring process remain the same for the new ITERS-3, users will find the following improvements informed by extensive use of the ITERS in the field and by the most recent research: (1) Enhanced focus on interactions and the role of the teacher; (2) Six new language and literacy Items; (3) A new Item on beginning math experiences; (4) Expanded age range to include children from birth to 36 months; (5) A new approach to scoring based solely on observation of ongoing classroom activity (3-hour time sample); (6) The elimination of the parents/staff subscale and teacher interviews, freeing up time for observing more actual classroom practice; (7) Improved indicator scaling, providing more precise and useful scores for use in professional development and self-improvement; and (8) Reduced emphasis on the number of materials, along with greater emphasis on how materials are used to encourage learning. Suitable for use in inclusive and culturally diverse programs, ITERS-3 subscales evaluate: (1) Space and Furnishings; (2) Personal Care Routines; (3) Language and Books; (4) Activities; (5) Interaction; and (6) Program Structure. ED580788 Infant/Toddler Environment Rating Scale (ITERS-3). Third Edition Teachers College Press 2017-07-07 978-0-8077-5867-0 Teachers 104 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/infant/toddler-environment-rating-scale-iters-3-9780807758670 2018 As Provided JAN2020

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No Race Multicultural Education Self Concept Ethnography Interviews Guidelines Cultural Pluralism Teaching Methods Social Influences Educational Practices Racial Bias Correlation Social Change Social Attitudes Mahiri, Jabari Books English This book answers: (1) how do socially constructed concepts of race dominate and limit understandings and practices of multicultural education; and (2) since race is socially constructed, how do we deconstruct it? The author argues that multicultural education needs to move beyond racial categories defined and sustained by the ideological, social, political, and economic forces of white supremacy. Exploring contemporary and historical scholarship on race, the emergence of multiculturalism, and the rise of the digital age, the author investigates micro-cultural practices and provides a compelling framework for understanding the diversity of individuals and groups. Descriptions and analysis from ethnographic interviews reveal how people's continually evolving, highly distinctive, micro-cultural identities and affinities provide understandings of diversity not captured within assigned racial categories. Synthesizing the scholarship and interview findings, the final chapter connects the play of micro-cultures in people's lives to a needed shift in how multicultural education uses race to frame and comprehend diversity and identity and provides pedagogical examples of how this shift can look in teaching practices. ED580789 Deconstructing Race: Multicultural Education beyond the Color-Bind. Multicultural Education Series Teachers College Press 2017-07-28 978-0-8077-5777-2 240 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/deconstructing-race-9780807757765?page_id=31 2018 ERIC JAN2020

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No Principals High Schools Teacher Empowerment Teacher Attitudes Secondary School Teachers Competence Self Determination Statistical Analysis Administrator Role Professional Development Leadership Responsibility Teacher Leadership School Culture Teacher Surveys Teacher Effectiveness Jacobs, Tricia S. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, self-determination, and impact. This quantitative study was designed to answer three questions. First, how do high school teachers perceive their level of empowerment by their principals based on the four school conditions of empowerment: principal training, principal leadership, teacher leadership, and school culture? Second, what are high school teachers' perceptions of the degree to which they are empowered based on their understanding of the domains of empowerment: meaning, competence, self-determination, and impact? Third, how do the conditions of empowerment relate to the domains of empowerment? The study modified an existing survey developed for measuring the level of empowerment of workers in corporations. The survey was used in this study as the basis for determining the perceived level of empowerment of high school teachers in three schools in a Mid-Atlantic suburban/rural school division. Analysis of the responses revealed that school culture was rated significantly higher than the other three empowerment conditions. High school teachers rated themselves significantly higher in the meaning and competence domains of empowerment. None of the four domains of empowerment related significantly to the meaning domain. The principal training condition was the only domain significantly related to the competence domain, and the condition of school culture was significantly related to self-determination. Additionally, the teacher leadership condition was significantly related to the impact domain only. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579333 High School Teacher Perceptions of Empowerment ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2014-00-00 978-0-3552-0932-7 103 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:10647461 2018 As Provided JAN2020

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No Elementary School Students Nutrition Lunch Programs Intervention Observation Parents Questionnaires Motivation Barriers Differences Improvement Farris, Alisha R. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Over 50 million children attend public elementary and secondary schools in the United States each day. Children spend a substantial portion of their waking hours in school and consume one-third to one-half of their daily calories there, making schools a promising site to influence dietary quality and potentially the risk of childhood obesity. Important policy revisions have been implemented in the National School Lunch Program (NSLP) to improve the nutritional quality of school meals. In 2010, the Healthy, and Hunger-Free Kids Act updated the NSLP standards. The revised nutrition standards required schools to increase the availability of fruits, vegetables, whole grains, and fat-free and low-fat fluid milk in school meals; reduce the level of sodium, saturated fat and trans fat; and meet the nutritional needs of school children within their calorie requirements. About 60% of elementary children participate in the NSLP at least once per week, with the remaining 40% of children bringing a packed lunch from home. While school lunches are guided by national standards and regularly monitored to ensure standards are maintained, the remaining 40% are not guided by national standards. The ultimate purpose of this research was to assess the current school lunch environment and increase the overall nutritional quality of elementary lunches. Data collection procedures included school and packed lunch observations, elementary parent questionnaires, and a pilot intervention to assist elementary parents in providing healthier packed lunches. Results from these studies provide insight on the nutritional differences in school and packed lunches, provide knowledge concerning the parental motivations and barriers to participating in the NSLP or packing lunch for a child, and contribute to the limited research on effective modalities for assisting parents in providing healthier lunches. This research has significant implications public policy and provides valuable information for health professionals, researchers, food service directors, parents, and elementary school administrators to encourage NLSP participation and/or develop interventions which assist parents in packing healthier lunches. Interventions can take the form of marketing strategies to potentially influence NSLP participation, interventions to increase the nutritional value of packed lunches, and/or improvements in school wellness 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.] ED579334 Improving the Nutritional Quality of the Lunches of Elementary School Children ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-0884-9 114 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:10647410 2018 As Provided JAN2020

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Yes Social Studies Preservice Teachers History Instruction Student Attitudes Outdoor Education Foreign Countries Teaching Methods Student Surveys Attitude Measures Gender Differences Intellectual Disciplines Grade Point Average Knowledge Level Teacher Competencies Scores Statistical Analysis Yildirim, Tercan Yazici, Fatih Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Creating positive attitude and behaviors in individuals towards the environment he/she lives in, outdoor teaching aims at bringing the individual together with unwritten evidences by making use of historical environment and resources when considered especially within the scope history and social studies teaching. Using relational screening model, this study aimed at investigating preservice history and social studies teachers' perceptions of outdoor history teaching in terms of different variables. The participants were composed of 265 preservice teachers studying at two different universities in Turkey during 2016-2017 academic year. Outdoor History Teaching Perceptions Scale (OHTPS), which was developed by Yazici and Yildirim (2017) and aimed at determining the teachers'/preservice teachers' perceptions of outdoor history teaching, was used as the data collection tool. Within the framework of this study, preservice history and social studies teachers' perceptions of outdoor history teaching were investigated in terms of gender, university, department, GPA, and appointment status after graduation. As a result of the study, it was found that preservice social studies teachers obtained higher scores from the subscales of outdoor history teaching awareness, knowledge, and competency, and from the complete scale than preservice history teachers. ED579084 Preservice History and Social Studies Teachers' Perceptions of Outdoor History Teaching Online Submission European Journal of Education Studies v3 n9 p150-162 2017 2017-00-00 13 N/A 2018 25 As Provided JAN2020

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Yes English (Second Language) Second Language Instruction Video Technology Language Skills Foreign Countries Speech Communication College Students Educational Technology Technology Uses in Education Social Media Gender Differences Language Tests Program Effectiveness Regression (Statistics) Yükselir, Ceyhun Kömür, Sevki Journal Articles Speeches/Meeting Papers Reports - Research Turkey ISSN-2501-1111 English Higher Education There is a growing tendency among the researchers about how to assess and improve the ability of speaking. In spite of its complex nature, speaking is generally considered to be the most essential skill to acquire. With the onset of communicative language teaching, this inclination has encouraged researchers to carry out research and make recommendations and implications. This study aims to improve the speaking abilities of EFL students at prep school by using online videos at Osmaniye Korkut Ata University. The study was carried out with 20 low level students in 5 classes in an English Language prep class at Osmaniye Korkut Ata University in Turkey. Of 20 students ten were chosen for the treatment group. These students were selected in accordance with the results of the first speaking exam administered in the 2015-2016 academic year. The materials used were five videos available online. The researchers asked the students to watch five videos respectively within the period of five weeks. These online videos were taken from YouTube, BBC, VOA and TED. The data were analyzed by using t-test in terms of the results of second speaking exam and gender. Results show that those who watched videos improved their speaking ability and scored high than those who didn't, and in view of gender, the girls were more successful than the boys. Thus, it can be concluded that using online videos in classes can be of vital importance and effective in improving EFL learners' speaking ability. [This study was presented as a proposal in the 9th ELT Research Conference, 12-14 May 2016, Çanakkale, Turkey.] ED579085 Using Online Videos to Improve Speaking Abilities of EFL Learners Online Submission European Journal of Education Studies v3 n5 p255-266 2017 2017-00-00 12 N/A 2018 14 As Provided JAN2020

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Yes Student Loan Programs Colleges School Counseling Program Improvement Professional Development Holistic Approach Marketing Peer Influence Data Analysis Resource Allocation Interdisciplinary Approach Paying for College Statistical Analysis Surveys Student Financial Aid Interviews Fletcher, Carla Webster, Jeff Klepfer, Kasey Fernandez, Chris Reports - Research Ohio New York (Syracuse) Virginia Florida Texas (El Paso) TG (Texas Guaranteed Student Loan Corporation) English Higher Education Borrowing student loans can be confusing and intimidating, enough so that these feelings can influence how students go to college or whether they even enroll at all. Colleges have a responsibility to provide loan counseling to federal student loan borrowers--which, when done intently, can produce a potentially clarifying and empowering experience. The schools highlighted in this report (the fourth in a series of five from TG Research) have chosen to make extra efforts to make loan counseling more meaningful and effective: (1) Baldwin Wallace University; (2) Broward College; (3) El Paso Community College; (4) Northern Virginia Community College; (5) Ohio State University--Main Campus; (6) SUNY College of Environmental Science and Forestry; (7) University of South Florida--Main Campus; and (8) Western Technical College. [For the related reports, "Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling," see ED579985; "From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report," see ED579880; "A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report," see ED579881; and "Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report," see ED579879.] ED579872 Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report TG (Texas Guaranteed Student Loan Corporation) 2015-09-00 30 TG (Texas Guaranteed Student Loan Corporation). PO Box 83100, Round Rock, TX 78683. Tel: 800-252-9743; Tel: 512-219-5700; Web site: http://www.tgslc.org N/A 2018 24 ERIC JAN2020

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Yes Holistic Approach Student Placement Decision Making High School Students Grade Point Average College Students Prior Learning Evaluation Criteria Student Motivation Student Behavior Academic Achievement Student Characteristics Educational Quality Predictor Variables Accuracy Testing Markle, Ross Robbins, Steve Reports - Descriptive Educational Testing Service English High Schools As some colleges and universities experience low rates of student success, many point to the large number of students who are placed into and fail to complete developmental education courses. Research examining the efficacy of course placement tests has suggested that success rates would increase if students were placed more accurately. A recent study by the Community College Research Center (CCRC; Scott-Clayton, 2012) quantitatively demonstrates the inaccuracy of current course placement systems, suggesting that as many as 24% of students in math and 33% of students in English courses are misplaced. As a means of improving placement accuracy, the study recommends the use of expanded criteria, including background characteristics and high school GPA. This research assumes that these additional criteria capture student noncognitive factors, such as motivation or classroom behavior, that incrementally add to the prediction of student success. The authors agree that current means of course placement are insufficiently robust, and that the inferences they draw about students' likelihood of success are often limited. They also agree that improving course placement is critical to the long-term goal of improving student success and degree attainment. However, using student background characteristics alone, or in tandem with course placement tests, is problematic. In this report, the authors outline the theoretical and practical issues that come with using GPA or background characteristics, as well as propose a fairer, valid, and reliable method to expand placement criteria--using a standardized assessment of psychosocial factors. ED579873 A Holistic View of Course Placement Decisions--Avoiding the HS GPA Trap Educational Testing Service 2013-03-00 4 Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org N/A 2018 16 ERIC JAN2020 ED573041

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No English English (Second Language) Second Language Learning Mandarin Chinese Phonology Language Processing Native Language Comparative Analysis Eye Movements Intonation Suprasegmentals Pronunciation Brain Hemisphere Functions Diagnostic Tests Interference (Language) Role Auditory Perception Task Analysis Sentences Age Differences Language Proficiency Developmental Stages Profiles Linguistic Theory Guigelaar, Ellen R. Dissertations/Theses - Doctoral Dissertations EISSN- English Late second language (L2) learners often struggle with L2 prosody, both in perception and production. This may result from first language (L1) interference or some property of how a second language functions in a late learner independent of what their L1 might be. Here we investigate prosody's role in determining information structure through focal stress. In particular, this thesis compares L1-Mandarin/L2-English and native/L1-English speakers' perception and production of English focal stress, namely how both groups process focal stress, how that processing affects eye movements, and how the various aspects of focal stress production between groups. Our first two experiments targeted the perception of prosody, and the third targeted production. The two perception studies used high temporal resolution experimental methodologies--event related potentials (Exp. 1) and eye-tracking (Exp. 2). The ERP experiment probed question-induced focus and prosodic marking of accent, monitoring brain responses during detection of question/answer incongruities. The eye-tracking experiment targeted accent marking in the scope of the focus-sensitive element only. Eye movements were monitored while participants performed an auditory/visual truth value judgment task. In a related production experiment (Exp. 3), participants were given a written sentence whose meaning hinged on focal stress. Their attention was then directed to a picture which depicted one of two possible interpretations, and they were tasked with producing the sentence so it would describe/match the picture. Though L2 learners exhibited poorer performance comprehending and producing focal stress, they could nonetheless perform at advanced levels. However, online (ERP/eye-tracking) measures show a delay in processing of focal stress and a lack of interaction effects between Focus and Accent that obtains in native speakers. In production, L2 learners produced weaker, but in several ways "native-like", focal stress, including an L1 pattern of not distinguishing nominals in the second position of ditransitives ("Steve only gave Boris the bulldog."/"Steve only gave the bulldog to Boris.") via prosody independent of expected focus (i.e., an interaction between focus-marking and word order). The combined findings show that though late L2 learners can perceive and utilize prosodic accent, they have difficulty integrating that information in incremental/real-time processing. Further, effects of Age of Acquisition, but not proficiency, on some of our observed response profiles are discussed in the context of Critical/Sensitive Periods in second language acquisition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580600 Processing of English Focal Stress by L1-English and L1-Mandarin/L2-English Speakers ProQuest LLC Ph.D. Dissertation, State University of New York at Stony Brook 2017-00-00 978-0-3554-9288-0 164 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:10622654 2018 As Provided JAN2020

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No Charter Schools Marketing Public Schools Comparative Analysis Academic Achievement Outcomes of Education Educational Quality Student Improvement College Readiness Learner Engagement Abdalla, Mohamed Dissertations/Theses - Doctoral Dissertations California EISSN- English The debate on charter schools is attributed to doubts that such schools are improving the performance of their students. While proponents of charter schools praise their flexibility and creativity, opponents of charter schools posited that charter schools increased segregation, and skimmed the cream of the crop from traditional schools (Miron, 2008; Ravitch, 2010). The largest number of charter schools in the country is in California, and have existed for more than two decades in the state. However, many studies focused primarily on comparing test scores as the measurement for student achievement in charter schools and traditional public schools, but the results have been mixed (Miron, 2008;Betts, 2009). This study compared a charter school and a regular public school serving similar student populations in terms of ethnic groups and socioeconomic factors. The research problem for this study was whether achievement differential exists between a regular public school and a public charter school. This study utilized the Framework for Academic Quality model as a basis for evaluating student outcomes. The four quality indicators identified by the Consensus Panel include student achievement level, student progress over time, post-secondary readiness and success, and student engagement. The results indicate that there are difference exist in charter school performance compared to the traditional public school in terms of student progress over time, post-secondary readiness and success, and student engagement. However, there were no difference in charter school performance compared to the traditional public school in terms student achievement 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.] ED580601 Marketing Education and the Promise of Charter Schools ProQuest LLC Ed.D. Dissertation, California State University, East Bay 2017-00-00 978-0-3555-1205-2 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:10281793 2018 As Provided JAN2020

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Yes Professional Development Schools Faculty Development College School Cooperation Teacher Attitudes Mixed Methods Research Elementary School Teachers Secondary School Teachers Surveys Foreign Countries Semi Structured Interviews Ulubey, Özgür Yildirim, Kasim Alpaslan, Muhammet Mustafa Aykaç, Necdet Journal Articles Reports - Research Speeches/Meeting Papers Turkey EISSN- English Turkish Higher Education The purpose of the current study is to determine teachers' opinions about professional development schools. In the current study; one of the mixed methods, the convergent design was employed. The sampling of the quantitative dimension of the study is comprised of 256 teachers working in 21 elementary and secondary schools in the city of Mugla. The teachers participated in the study on a volunteer basis. The sampling of the qualitative dimension of the study consists of 26 teachers selected from among the 256 teachers. The data of the study were collected through the Professional Development Schools Scale and an interview form. The quantitative data were analyzed by using descriptive statistics and the qualitative data were analyzed by using the inductive content analysis. The findings of the study revealed that the teachers have positive opinions about professional development school applications, they want more developed school-university cooperation, and they think that teacher-academician and teacher-teacher relationships need to be developed. The opinions of academicians working in education faculties about professional development schools can be elicited. A pilot study of professional development school can be conducted in Turkey. [This study was presented as an oral presentation at the conference "International Conference on New Horizons in Education" held on 17-19 July 2017, in Berlin, Germany. This article is presented in both English and Turkish.] ED579086 Teachers' Opinions about Professional Development Schools=Ögretmenlerin Mesleki Gelisim Okullarina Iliskin Görüsleri Online Submission International Journal of Eurasia Social Sciences v8 n30 p2064-2082 Dec 2017 2017-12-00 19 N/A 2018 26 As Provided JAN2020

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Yes Comparative Education Foreign Countries Teacher Effectiveness Educational Innovation Educational History Teaching Methods Learning Processes Educational Change Models Socioeconomic Status Cultural Influences Political Influences Teacher Education Programs Educational Policy Elementary School Teachers Secondary School Teachers Program Evaluation Duman, Tayyip Karagöz, Savas Journal Articles Reports - Research Turkey United States European Union EISSN- English Elementary Education Teachers and their education, as the most important elements in educational systems, have been one of the mostly debated issues in Turkish national education system. The success of an education system largely depends on the quality of the teachers who plan and practice teaching and learning process. Reviewing Turkish educational history with a well-established tradition of education reveals a rich experience in teacher training within this tradition. The main objective of this study is to examine teacher training policies and practices from 1848 to these days in Turkey, and to compare the Turkish teacher training system to the current teacher training models applied in different countries. This survey research has been conducted based on the literature review. Not yet completed, some of its recent results obtained are as follows: Teachers in Turkey were regarded as the main agent of educational innovation, and teacher education was discussed as an issue within educational reform. Turkey, to the present day from 1848, the date when first teacher training institution was founded in the country, during the Republican era in particular, had many teacher training institutions and practiced many different training models considering the socio-economic, cultural and political conditions. In spite of some similarities to other models in different countries, Turkish teacher training system shows originality and richness in terms of its features. ED579087 An Evaluation of Turkish Teacher Education System Compared to Other Models in Different Countries Online Submission International Journal of Educational Research Review v1 n1 p1-13 Jan 2016 2016-01-00 13 N/A 2018 20 As Provided JAN2020

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Yes Electronic Learning Online Courses Teaching Methods Information Literacy International Educational Exchange International Cooperation Computer Assisted Instruction Learning Processes Computer Software Computer Simulation Mathematics Instruction Engineering Education Cultural Awareness Foreign Countries Public Health English (Second Language) Second Language Learning Second Language Instruction Job Search Methods Intervention Computer Games Semantics Cognitive Style Parent Participation Administrator Attitudes Teacher Attitudes Student Attitudes Information Technology Blended Learning Computer Science Education Instructional Design Multimedia Instruction Artificial Intelligence Course Descriptions Meta Analysis Gender Differences Telecommunications Handheld Devices Learning Activities Faculty Development Elementary Secondary Education Higher Education Nunes, Miguel Baptista, Ed. McPherson, Maggie, Ed. Kommers, Piet, Ed. Isaias, Pedro, Ed. Collected Works - Proceedings Taiwan United States Australia South Africa Thailand Nigeria International Association for Development of the Information Society (IADIS) English Elementary Secondary Education These proceedings contain the papers of the International Conference e-Learning 2017, which was organised by the International Association for Development of the Information Society, 20-22 July, 2017. This conference is part of the Multi Conference on Computer Science and Information Systems 2017, 20-23 July, which had a total of 652 submissions. The e-Learning (EL) 2017 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. The conference also included one keynote presentation from Thomas C. Reeves, Professor Emeritus of Learning, Design and Technology, College of Education, The University of Georgia, USA. The full papers presented at these proceedings include: (1) Game Changer For Online Learning Driven by Advances in Web Technology (Manfred Kaul, André Kless, Thorsten Bonne and Almut Rieke); (2) E-Learning Instructional Design Practice in American and Australian Institutions (Sayed Hadi Sadeghi); (3) A Game Based E-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree (Amable de Castro-Santos, Waldo Fajardo and Miguel Molina-Solana); (4) The Next Stage Of Development of e-Learning at UFH in South Africa (Graham Wright, Liezel Cilliers, Elzette Van Niekerk and Eunice Seekoe); (5) Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis (Ying Peng and Weirong Yan); (6) Enhancing a Syllabus for Intermediate ESL Students with BYOD Interventions (Ewa Kilar-Magdziarz); (7) Post Graduations in Technologies and Computing Applied to Education: From F2F Classes to Multimedia Online Open Courses (Bertil P. Marques, Piedade Carvalho, Paula Escudeiro, Ana Barata, Ana Silva and Sandra Queiros); (8) Towards Architecture for Pedagogical and Game Scenarios Adaptation in Serious Games (Wassila Debabi and Ronan Champagnat); (9) Semantic Modelling for Learning Styles and Learning Material in an e-Learning Environment (Khawla Alhasan, Liming Chen and Feng Chen); (10) Physical Interactive Game for Enhancing Language Cognitive Development of Thai Pre-Schooler (Noppon Choosri and Chompoonut Pookao); (11) From a CV to an e-Portfolio: An Exploration of Adult Learner's Perception of the ePortfolio as a Job Seeking Tool (John Kilroy); (12) The Emotional Geographies of Parent Participation in Schooling: Headteachers' Perceptions in Taiwan (Hsin-Jen Chen and Ya-Hsuan Wang); (13) Geopolitical E-Analysis Based on E-Learning Content (Anca Dinicu and Romana Oancea); (14) Predictors of Student Performance in a Blended-Learning Environment: An Empirical Investigation (Lan Umek, Nina Tomaževic, Aleksander Aristovnik and Damijana Keržic); (15) Practice of Organisational Strategies of Improving Computer Rooms for Promoting Smart Education Using ICT Equipment (Nobuyuki Ogawa and Akira Shimizu); (16) Why Do Learners Choose Online Learning: The Learners' Voices (Hale Ilgaz and Yasemin Gulbahar); and (17) Enhancing Intercultural Competence of Engineering Students via GVT (Global Virtual Teams)-Based Virtual Exchanges: An International Collaborative Course in Intralogistics Education (Rui Wang, Friederike Rechl, Sonja Bigontina, Dianjun Fang, Willibald A. Günthner and Johannes Fottner). Short papers presented include: (1) Exploring Characteristics of Fine-Grained Behaviors of Learning Mathematics in Tablet-Based E-Learning Activities (Cheuk Yu Yeung, Kam Hong Shum, Lucas Chi Kwong Hui, Samuel Kai Wah Chu, Tsing Yun Chan, Yung Nin Kuo and Yee Ling Ng); (2) Breaking the Gendered-Technology Phenomenon in Taiwan's Higher Education (Ya-Hsuan Wang); (3) Ontology-Based Learner Categorization through Case Based Reasoning and Fuzzy Logic (Sohail Sarwar, Raul García-Castro, Zia Ul Qayyum, Muhammad Safyan and Rana Faisal Munir); (4) Learning Factory--Integrative E-Learning (Peter Steininger); (5) Intercultural Sensibility in Online Teaching and Learning Processes (Eulalia Torras and Andreu Bellot); (6) Mobile Learning on the Basis of the Cloud Services (Tatyana Makarchuk); (7) Personalization of Learning Activities within a Virtual Environment for Training Based on Fuzzy Logic Theory (Fahim Mohamed, Jakimi Abdeslam and El Bermi Lahcen); and (8) Promoting Best Practices in Teaching and Learning in Nigerian Universities through Effective E-Learning: Prospects and Challenges (Grace Ifeoma Obuekwe and Rose-Ann Ifeoma Eze). Reflection papers include the following: (1) A Conceptual Framework for Web-Based Learning Design (Hesham Alomyan); (2) The Key to Success in Electronic Learning: Faculty Training and Evaluation (Warren Matthews and Albert Smothers); (3) Using Games, Comic Strips, and Maps to Enhance Teacher Candidates' e-Learning Practice in The Social Studies (Nancy B. Sardone); (4) Scanner Based Assessment in Exams Organized with Personalized Thesis Randomly Generated via Microsoft Word (Romeo Teneqexhi, Margarita Qirko, Genci Sharko, Fatmir Vrapi and Loreta Kuneshka); (5) Designing a Web-Based Asynchronous Innovation/Entrepreneurism Course (Parviz Ghandforoush); and (6) Semantic Annotation of Resources to Learn with Connected Things (Aymeric Bouchereau and Ioan Roxin). Posters include: (1) Development of a Framework for MOOC in Continuous Training (Carolina Amado and Ana Pedro); and (2) Information Literacy in the 21st Century: Usefulness and Ease of Learning (Patricia Fidalgo and Joan Thormann). Also included is a Doctorial Consortium: E-Learning Research and Development: On Evaluation, Learning Performance, and Visual Attention (Marco Ruth). An author index is provided and individual papers include references. ED579335 Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, July 20-22, 2017) International Association for Development of the Information Society 2017-00-00 978-989-8533-63-0 251 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 ERIC JAN2020

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No Secondary School Students Autism Pervasive Developmental Disorders Self Determination Models Career Readiness Skill Development Mixed Methods Research Pretests Posttests Student Surveys Wagner Cica, LeeAnn Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education This research study investigates the use of the Self-Determined Learning Model of Instruction as a strategy to improve self-determination skills and workforce readiness skills for students' with Asperger syndrome and high-functioning autism spectrum disorder. This study evaluates the effectiveness of integrating SDLMI into classroom instruction to improve self-determination skills. Mixed quantitative and qualitative methods such as pre- and post-assessment, surveys and artifacts of students' work answer several research questions. The data provided through this research study will provide direction for practitioners designing effective strategies for improving self-determinations skills of students with high-functioning autism spectrum disorders and those previously diagnosed as having Asperger syndrome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579336 Improving Self-Determinations Skills in Secondary Students with High-Functioning Autism: An Evaluation Using the Self-Determined Learning Model of Instruction ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9187-5 139 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:10645933 2018 As Provided JAN2020

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Yes Educational Vouchers Academic Achievement Foreign Countries Student Improvement Achievement Gains Graduation Rate College Attendance Costs Privatization School Choice Charter Schools Carnoy, Martin Reports - Evaluative Florida Indiana Louisiana Chile India Wisconsin (Milwaukee) Ohio (Cleveland) New York (New York) District of Columbia Ohio (Dayton) Economic Policy Institute English Higher Education Betsy DeVos, the new U.S. secretary of education, is a strong proponent of allowing public education dollars to go to private schools through vouchers, which enable parents to use public school money to enroll their children in private schools, including religious ones. Vouchers are advanced under the rubric of "school choice"--the theory that giving parents more choices regarding where to educate their children creates competition and thus improves low-performing schools. (Charter schools, though technically funded and regulated similarly to public schools, are another key private school component of the choice argument and another top policy priority for DeVos.) DeVos's nomination and confirmation have heightened the debate over using privatization, versus other school improvement strategies, to enhance educational outcomes for students and their schools. This report seeks to inform that debate by summarizing the evidence base on vouchers. Studies of voucher programs in several U.S. cities, the states of Florida, Indiana, Louisiana, and in Chile and India, find limited improvements at best in student achievement and school district performance from even large-scale programs. In the few cases in which test scores increased, other factors, namely increased public accountability, not private school competition, seem to be more likely drivers. The report suggests that giving every parent and student a great "choice" of educational offerings is better accomplished by supporting and strengthening neighborhood public schools with a menu of proven policies, from early childhood education to after-school and summer programs to improved teacher pre-service training to improved student health and nutrition programs. All of these yield much higher returns than the minor, if any, gains that have been estimated for voucher students. ED579337 School Vouchers Are Not a Proven Strategy for Improving Student Achievement: Studies of U.S. and International Voucher Programs Show That the Risks to School Systems Outweigh Insignificant Gains in Test Scores and Limited Gains in Graduation Rates Economic Policy Institute 2017-02-28 14 Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org N/A 2018 31 ERIC JAN2020

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Yes Job Skills Skill Development Global Approach Foreign Countries International Studies Educational Strategies Strategic Planning Educational Practices Educational Objectives Classification Minimum Competencies Employment Qualifications Occupational Information Data Analysis Job Analysis Learning Activities Best Practices Educational Policy Governance Educational Benefits Information Management Access to Information Definitions Siekmann, Gitta Fowler, Craig Reports - Research United States Europe United Kingdom Finland New Zealand Switzerland Canada Singapore Australia National Centre for Vocational Education Research (NCVER) (Australia) English The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment. The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity. This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible. [For "Identifying Work Skills: International Case Summaries. Support Document," see ED579875.] ED579874 Identifying Work Skills: International Approaches. Discussion Paper National Centre for Vocational Education Research (NCVER) 2017-00-00 Australian Government Department of Education and Training 978-1-925717-06-8 48 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 2018 64 ERIC JAN2020

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Yes International Studies Position Papers Case Studies Job Skills Skill Development Educational Strategies Strategic Planning Educational Practices Educational Objectives Classification Minimum Competencies Employment Qualifications Occupational Information Data Analysis Job Analysis Learning Activities Foreign Countries Siekmann, Gitta Reports - Research Numerical/Quantitative Data Europe Finland New Zealand Switzerland Canada Singapore United Kingdom United States National Centre for Vocational Education Research (NCVER) (Australia) English The Organisation for Economic Co-operation and Development (OECD) is an intergovernmental economic organisation with 35 member countries, founded in 1961 to stimulate economic progress and world trade. The Organisation for works with countries to develop skills strategies tailored to specific needs and contexts. The Organisation prepared a global skills strategy outline over the period 2011 to 2013. Each national skills strategy country project offers a tailored approach to focus on the unique skills challenges, context and objectives of each country. Each project leverages OECD comparative data and policy analysis, fosters collaboration across ministerial portfolios and levels of government while engaging all relevant stakeholders--employers, trade unions, and civil society organisations. In its paper "Towards an OECD Skills Strategy" (OECD 2013), the OECD sets out the main issues which must be addressed by efficient and effective policies for skills formation and skills use. The majority of material in each of the 13 case summaries presented here has been lifted mostly verbatim from original sources. These sources are stated at the beginning of each case summary. [This document is an added resource for the report "Identifying Work Skills: International Approaches. Discussion Paper" which can be accessed in ERIC at ED579874.] ED579875 Identifying Work Skills: International Case Summaries. Support Document National Centre for Vocational Education Research (NCVER) 2017-00-00 Australian Government Department of Education and Training 82 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 2018 10 ERIC JAN2020

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Yes Social Development Emotional Development Principals Administrator Surveys Administrator Attitudes Skill Development Academic Achievement Preschool Education Elementary Secondary Education Interviews Superintendents Program Effectiveness National Surveys Program Implementation Barriers Professional Development Evaluation DePaoli, Jennifer L. Atwell, Matthew N. Bridgeland, John Reports - Research Alaska (Anchorage) Tennessee (Nashville) Texas (Austin) Nevada Civic Enterprises Hart (Peter D.) Research Associates, Inc., Washington, DC. English Preschool Education The central message of this report is that principals across the United States understand how fundamental social and emotional learning (SEL) is to the development of students and their success in and out of school, but they need more guidance, training, and support to make solid and effective school-wide implementation a reality. Principals understand that SEL competencies are teachable, believe they should be developed in all students, and know that young people equipped with SEL skills will become better students now and better adults in the future. In today's environment of increasingly demanding jobs and the fraying of American communities, nothing could be more important than to foster, teach, and promote the competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Some call it empathy, discipline, character, collaborative problem solving, or other names--but regardless of the name, they are the attitudes and skills that provide the glue of a functioning society, robust economy, and vibrant democracy. Most principals see how SEL boosts student academic achievement, but they want more evidence of those impacts to strengthen the case for action. Although support among principals for embedding SEL in the culture and classrooms of schools is high, implementation varies widely across schools with about one in three principals implementing it school-wide, and only one in four meeting benchmarks for high-quality implementation. Encouragingly, when principals and teachers attempting to implement SEL are well supported by their district leadership, they have better outcomes, and when state policymakers back district leaders, the results are even more pronounced. These and other findings come from a nationally representative survey of 884 Pre-K to 12 public school principals and interviews with 16 superintendents and 10 district-level research and evaluation specialists representing diverse school districts and with varying levels of experience in implementing SEL programming. Despite representing different grade spans, student populations, and geographic areas, the administrators in this report see the potential in social and emotional learning and provide key insights into the factors that can either slow SEL implementation at the school and district levels or help it grow and flourish. This strong support for SEL among our nation's principals builds on similar levels of support from teachers across the United States, as reported in the 2013 report, "The Missing Piece". While our educational leaders and practitioners see the value of SEL, they need support, resources, and tools to help them fully implement systemic SEL initiatives that can improve students' SEL knowledge, skills, and attitudes, as well as their college, career, and life readiness. ED579088 Ready to Lead: A National Principal Survey on How Social and Emotional Learning Can Prepare Children and Transform Schools. A Report for CASEL Civic Enterprises 2017-00-00 Collaborative for Academic, Social, and Emotional Learning (CASEL) 57 Civic Enterprises. 1828 L Street NW 11th Floor, Washington, DC 20036. Tel: 202-467-8894; Fax: 202-467-8900; e-mail: info@civicenterprises.net; Web site: http://www.civicenterprises.net N/A 2018 30 ERIC JAN2020

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Yes Models Educational Change Program Implementation Reading Instruction Reading Programs Change Strategies Educational Innovation Program Evaluation Program Effectiveness Intervention Experimental Groups Control Groups Kindergarten Elementary Education Reading Achievement Participant Satisfaction Student Characteristics Institutional Characteristics Staff Development Training Methods Performance Factors Comparative Analysis Outcome Measures Spanish Scores Academic Achievement Achievement Gains Surveys Qualitative Research Statistical Analysis Quint, Janet Zhu, Pei Balu, Rekha Rappaport, Shelley DeLaurentis, Micah Reports - Research National Assessment of Educational Progress MDRC English Elementary Education Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous improvement, with the goal of ensuring that every child learns to read well in the elementary grades. This is the third and final report from an independent evaluation of the scale-up demonstration of the SFA elementary school reading program. Both the demonstration and the evaluation have been funded under the U.S. Department of Education's Investing in Innovation (i3) competition. Conducted by MDRC--a nonprofit, nonpartisan education and social policy research organization--the evaluation examines SFA's implementation and impacts in five school districts over a three-year period (the 2011-2012 school year through the 2013-2014 school year). It also includes an analysis of program costs. Finally, it considers the scale-up process itself--the methods employed and the extent to which the Success for All Foundation (SFAF), the organization that developed and provides technical assistance to schools operating the program, achieved its scale-up goals. [This report was written with Emma Alterman, Herbert Collado, and Emily Pramik. For the executive summary of this report, see ED579090. For the Early Findings report, see ED545452. For the Interim Report, see ED546642.] ED579089 Scaling up the Success for All: Model of School Reform. Final Report from the Investing in Innovation (i3) Evaluation MDRC 2015-09-00 Department of Education (ED) 273 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 63 ERIC JAN2020 ED573325

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No Formative Evaluation Student Evaluation Educational Assessment Special Needs Students Elementary Secondary Education Psychometrics Case Studies Alternative Assessment Portfolio Assessment Performance Based Assessment Guidance Student Educational Objectives Computer Assisted Testing English Language Learners Second Language Learning At Risk Students Teacher Evaluation Teacher Competencies Faculty Development Academic Achievement Andrade, Heidi, Ed. Cizek, Gregory J., Ed. Books Collected Works - General Nebraska English Elementary Secondary Education Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: (1) Comprehensive--nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments; (2) Integrative--thoughtful attention is given to the integration of large-scale and classroom assessments; (3) Practical--provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction; (4) Global--provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems; and (5) Accessible Style--although grounded in the latest research, the book's style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies. Contents of this handbook include: Section I: Foundations of Formative Assessment: (1) An Introduction to Formative Assessment: History, Characteristics, and Challenges (Gregory J. Cizek); (2) An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment (Dylan Wiliam); (3) The Practical Implications of Educational Aims and Contexts for Formative Assessment (James McMillan); Section II: Formative Assessment Methods and Practice: (4) Peers as a Source of Formative Assessment (Keith J. Topping); (5) Formative Assessment Applications of Culminating Demonstrations of Mastery (Jill Davidson and Jay Feldman); (6) Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learning (Heidi L. Andrade); (7) Formative Assessment: The Contribution of Benjamin S. Bloom (Thomas R. Guskey); (8) Technology-Aided Formative Assessment of Learning: New Developments and Applications (Michael K. Russell); (9) Formative Assessment, Motivation, and Science Learning (Maria Araceli Ruiz-Primo, Erin Marie Furtak, Carlos Ayala, Yue Yin, and Richard J. Shavelson); (10) Research and Strategies for Adapting Formative Assessment for Students with Special Needs (Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, and Alexander Kurz); (11) Research and Recommendations for Formative Assessment with English Language Learners (Jamal Abedi); (12) Moment-by-moment Formative Assessment of Second Language Development: ESOL Professionals at Work (Carla Meskill); (13) Formative Assessment Practices that Maximize Learning for Students At-Risk (Gerunda B. Hughes); (14) Essential Formative Assessment Competencies for Teachers and School Leaders (Rick Stiggins); (15) Research on Characteristics of Effective Professional Development Programs for Enhancing Educators' Skills in Formative Assessment (M. Christina Schneider and Bruce Randel); Section III: Challenges and Future Directions for Formative Assessment: (16) Mixing It Up: Combining Sources of Classroom Achievement Information for Formative and Summative Purposes (Susan M. Brookhart); (17) Psychometric Challenges and Opportunities in Implementing Formative Assessment (Walter D. Way, Robert P. Dolan, and Paul Nichols); (18) Strategies and Policies for Incorporating Formative Assessment into Comprehensive and Balanced State Assessment Systems (Doug A. Rindone and Duncan MacQuarrie); (19) Keeping the Focus, Expanding the Vision, Maintaining the Balance: Preserving and Enhancing Formative Assessment in Nebraska (Chris W. Gallagher); and (20) Summing Up and Moving Forward: Key Challenges and Future Directions for Research and Development in Formative Assessment (Heidi L. Andrade). ED579876 Handbook of Formative Assessment Routledge, Taylor & Francis Group 2010-00-00 978-0-415-99319-7 380 Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com N/A https://www.routledge.com/Handbook-of-Formative-Assessment/Andrade-Cizek/p/book/9780415993203 2018 ERIC JAN2020 ED572929

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Yes Competition Early Childhood Education Achievement Rating State Standards State Policy Program Implementation Goodness of Fit Test Reliability Test Validity Alternative Assessment Classroom Observation Techniques Tables (Data) Evaluation Methods Evaluation Criteria Outcome Measures Program Effectiveness Program Evaluation Quality Assurance Content Analysis Statistical Analysis Hawkinson, Laura E. Quick, Heather E. Muenchow, Susan Anthony, Jennifer Weinberg, Emily Holod, Aleksandra Parrish, Deborah Meakin, John Lee, Dong Hoon Tarrant, Kate Cannon, Jill S. Zellman, Gail L. Karoly, Lynn A. Reports - Research Tests/Questionnaires Numerical/Quantitative Data California American Institutes for Research (AIR) RAND Corporation English Early Childhood Education The first step in the Validity and Reliability Study summarizes the history and purpose of California's quality rating and improvement system (QRIS), reviews findings from other QRIS evaluation studies, and describes the approach to validating the system in California. The majority of this report focuses on providing context for the California QRIS and assessing the validity and reliability of the system. The structure of the study, including the thematic questions that organize the report, are presented in Exhibit 1. To provide context for the study, the researchers offer a snapshot of the status of the implementation of the QRIS using the Hybrid Rating Matrix and the issues and challenges faced by Consortia. To understand how well the QRIS defines quality, researchers reviewed the content of the Hybrid Rating Matrix, including an examination of the research base for the quality elements and rating approaches and common practices related to them across other QRISs. Researchers then conducted three activities to examine QRIS validity and reliability. To assess how well the QRIS functions as a measure of quality, the distribution of the ratings obtained from the Common Data Elements for the RTT-ELC QRIS, and the measurement properties of the rating were assessed. Drawing on their own classroom observations conducted for the study as well as data shared by the Consortia, researchers compared classroom observation scores for programs with different ratings to assess the degree to which the ratings capture quality differences as determined by an independent measure of quality. Sensitivity analyses were also conducted which compare the distribution and validity of ratings calculated using several different strategies including the local modifications to the Hybrid Rating Matrix that individual Consortia have adopted. Finally, the report summarizes the key preliminary findings of the validation study addressing six primary research questions and offering considerations for next steps. ED579877 Independent Evaluation of California's Race to the Top: Early Learning Challenge Quality Rating and Improvement System. Half-Term Report American Institutes for Research 2015-08-00 California Department of Education 226 American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org N/A 2018 140 ERIC JAN2020 ED573043

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No Handheld Devices Computer Oriented Programs Intervention Interpersonal Competence Autism Public Schools Students Pretests Posttests Rating Scales Experimental Groups Control Groups Statistical Analysis Weeks, Nancy Anne Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this quantitative study was to investigate the effect of a 4-week, school-based, Sosh iPad application intervention on the social skills inventory of participants diagnosed with High Functioning Autism (HFA). The intervention implementation took place during a 4-week period at two separate public school districts within the Northeastern United States. Using a two-group pretest and posttest design, the Social Skills Assessment-Teacher Rating Form, a subscale of the Stone's TRIAD Social Skills Assessment (TSSA) Second Edition, was administered to assess the social skills of students diagnosed with HFA as pretest. The treatment group then participated in a 4-week Sosh iPad application intervention consisting of five one-hour sessions per week. Both the control group and the treatment group were exposed to their regular curriculum, assessments, and assignments. None of the educators had used Sosh prior to this research. Following the completion of the 4-week intervention, the posttest was administered utilizing the same TRIAD Social Skills Assessment (TSSA) Teacher Rating Form. Results were determined utilizing descriptive statistics, Mann-Whitney two-sample rank-sum tests, and Wilcoxon signed rank tests to analyze the data. The effect of Sosh on student social skills was not found to be statistically significant on the social skills of students diagnosed with HFA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580602 A Sosh iPad Application Intervention: Social Skills and Students Diagnosed with High Functioning Autism (HFA) ProQuest LLC Ed.D. Dissertation, Wilkes University 2017-00-00 978-0-3555-1341-7 157 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:10619583 2018 As Provided JAN2020

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No School Districts Educational Policy Politics of Education Minority Groups Political Power Academic Achievement Minority Group Students Disproportionate Representation Achievement Gap Boards of Education Mixed Methods Research Leon, Ana L. Dissertations/Theses - Doctoral Dissertations Connecticut Massachusetts EISSN- English This study examines if gains in ethnic political representation and incorporation on local school boards result in policy responsiveness, as well as improved student achievement in a way that benefits minorities. By applying the political incorporation framework developed by Browning, Marshall, and Tabb (1984) to the education policy arena, gains in political equality are observed to assess whether ethnic minority students in school districts benefit. Using a mixed methods nested case analysis approach, I studied the relationship between descriptive representation and policy responsiveness in a Large N Analysis (LNA) that included a sample of 169 school districts throughout the U.S. The results of the LNA guided me through the next part of the research, during which three school districts were selected for Small N Analysis (SNA): Bridgeport, CT, New Britain, CT, and Springfield, MA. The SNA goes beyond descriptive representation by taking a closer look at what occurs when minority officials: 1) hold influential positions in governing coalitions, 2) are receptive to the needs of their coethnics, and 3) can affect policy changes benefiting minority students. The current study finds that while minorities have made some strides, they remain underrepresented--even in school districts where minorities make up at least half of the population. The primary focus was placed on the relationship between descriptive representation and bureaucratic representation, along with student achievement (measured by the graduation gap/rates) for minorities. The LNA results are mixed: descriptive representation is positively related to the hiring of minority teachers while being negatively associated with narrowing the achievement gap of overall minorities and Blacks. The SNA indicates that representation is not sufficient and that, even when minority groups achieve close to full representation on the school board, they still lack influence when not represented in other positions of power. The results also indicate minority-majority districts face challenges in addressing subgroup differences related to academic achievement. Indeed, improving overall student achievement relative to surrounding communities may be a higher priority than addressing subgroup differences. Finally, the study finds that there are many factors other than representation hindering or facilitating a district's efforts to improve 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.] ED580603 Minority Political Incorporation and Policy Outcomes in U.S. School Districts ProQuest LLC Ph.D. Dissertation, University of Colorado at Boulder 2017-00-00 978-0-3555-4266-0 222 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10619725 2018 As Provided JAN2020

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No Principals Administrator Attitudes Participation Communities of Practice Management Development Hermeneutics Phenomenology Elementary Schools Middle Schools Educational Benefits Interviews Observation Collegiality Instructional Leadership Transformational Leadership Gaudioso, Jennifer A. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning Jennifer Gaudioso Principal Professional Learning Communities (PPLCs) have emerged as a vehicle for professional development of principals, but there is little research on how principals experience PPLCs or how districts can support principal learning in a PPLC. This hermeneutical phenomenological study focused on perceptions of principals on participation in Professional Learning Communities as a form of job-embedded professional development for school principals. The target population for the study was elementary and middle school principals and assistant principals in a suburban district participating in an existing professional development initiative conducted by the researcher in a central office role as facilitator. The questions guiding this interpretive research were (1) How do principals describe their experience in a district-wide administrative PLC, called the Admin Council (AC PLC)?; (2) How do principals describe their experience in a Principal Professional Learning Community (PPLC), led by a central office administrator?; (3) What have principals experienced in these PLCs that is beneficial to them? Multiple interviews, observation data and meeting transcripts were analyzed to identify themes and develop a description of the lived experience of principals in a professional learning community nested within a district administrative PLC facilitated by central office. The primary results of the study are that (1) Participants described participation in PPLCs as valuable in providing connection, collegial support, collaboration, shared vision and dedicated time to focus on instructional leadership; (2) Principals experience new learning and collaborative work in PPLCs in relation to its direct relevance as something they can apply to lead change in their building contexts; (3) Principals experience a complex interior journey as part of PLC participation; and (4) Principals described having greater understanding of PLCS through participation in PLCs. Recommendations for districts include analyzing and developing structures to support common opportunities for PPLC members to enact instructional leadership. A district's alignment of leadership calendars and opportunities can support the development of joint enterprise for principals in a PPLC. Preplanned instructional leadership opportunities can ensure principals have opportunities for experiential learning as they apply new learning in their buildings. This research can support understanding of how principals experience central-office facilitated professional learning communities as job-embedded professional 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.] ED580082 Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning ProQuest LLC Ed.D. Dissertation, Drexel University 2017-00-00 978-0-3553-9092-6 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10636785 2018 As Provided JAN2020

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No Second Language Instruction English Language Learners Vocational Education Employment Potential Job Skills Skill Development Dislocated Workers Job Search Methods Qualitative Research Employee Attitudes Personal Narratives Interviews Curriculum Development Career Development Learning Strategies Adult Education Human Resources Labor Force Development Boyer, MaryAngel Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Adult Education Training programs that combine learning English with career and vocational skills are highly desired to prepare many displaced workers that are English speakers of other languages (ESOL). Globalization has caused jobs to be exported and brought to this country, people with needed skills that do not have full command of the English language. The focus of this study was to provide qualitative information about the benefits of participating in ESOL classes integrated with training for career and vocational skills through the perspective of the dislocated workers that took part in such classes. The study aimed at answering the question, How has integrating English language instruction with a career and vocational program influenced participants' job-seeking activities that lead to job search and attainment? The qualitative research involved applying an inductive inquiry process using analysis of narratives. The interviews consisting of open-ended questions were employed to collect anecdotal data. The narratives were analyzed and categorized as emerging themes formed. The study participants were part of a larger group of dislocated workers served by the Texas Workforce Commission. In common with the larger population, the study group shares the situation of unemployment. Unique to the study group was the need to learn English. Findings have relevance for both adult education and human resource development fields. The results of this study support three assertions. First, developing curriculum requires a multilayered approach that includes training, education, and career development. Second, study participants were aware of their learning needs and sought inclusion in creating learning strategies. Third, due to the complexity of learning needs in the current and future workforce, adult education and human resource development must work together to provide unique programs that will contribute to the learning needs of individuals, organizations, and society simultaneously. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580083 Integrated ESL with Career and Vocational Training Program to Achieve Employability ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-6265-7 129 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:10636191 2018 As Provided JAN2020

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No Adult Basic Education State Standards Program Implementation Adult Students Qualitative Research Teacher Attitudes Adult Educators Grounded Theory Educational Practices Learner Engagement Academic Achievement Interviews Olson, Lia Conklin Dissertations/Theses - Doctoral Dissertations Minnesota EISSN- English Adult Basic Education With only four years of mandated state-standards in adult basic education (ABE), very little is known about the influence of state-standards implementation on the unique learning needs of its adult students. Two decades of research on standards-based education in the U.S. K12 system has yielded widely debated results regarding the impact of state-standards on student achievement. Against this backdrop, state-standards implementation within the distinct context of Minnesota ABE was examined in this study, specifically the perceived influence of standards implementation on teacher practices and student engagement in cognitive rigor, as well as the teacher, site, and student characteristics reported to have either supported or challenged implementation. The basic qualitative design was utilized to collect and interpret the perceptions and experiences of its sample of 12 Minnesota ABE teachers from distinct instructional contexts with 12 or more hours of standards implementation training. Data triangulation was utilized for data collection, including an interview and two member checks. The inductive analysis procedure in concert with the constant comparative method was used to analyze the interviews and develop themes and deeper connections based on the theory of complex adaptive systems. The results of the study showed that, overall, participants reported modest changes in their teaching practices that they perceived to have increased their students' engagement in cognitive rigor. Participants also reported modest changes in student demonstration of learning that indicated increased cognitive rigor. Findings indicated a minimal contrast to the inconclusive nature of the K12 research base in establishing a link between standards implementation and increased student achievement. Furthermore, the findings showed that state leaders should continue to offer robust training and support teacher collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580084 Adult Basic Educators' Descriptions of Standards Implementation and Its Influence on Cognitive Rigor ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-5447-8 266 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:10635547 2018 As Provided JAN2020

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No Superintendents Administrator Role School Districts Instructional Leadership Rural Areas Teacher Attitudes Principals Administrator Attitudes Leadership Qualities Special Education Communication Skills Elementary School Teachers Shared Resources and Services Statistical Analysis Experience Wenger, Benjamin Robert Dissertations/Theses - Doctoral Dissertations Pennsylvania Iowa EISSN- English Elementary Education Shared superintendent agreements in Pennsylvania have emerged as the latest form of school district reorganization. The term "shared superintendent" refers to a superintendent who serves as the chief executive officer of more than one school district. Four school districts have entered into two shared agreements in the last three years in Pennsylvania. This study examines teachers' and principals' perceptions of the shared superintendent's instructional leadership across six rural school districts, engaged in three sharing agreements, in Iowa. Iowa was targeted due to its distinction as the center for superintendent sharing and research. Teachers and principals were asked to rate the instructional leadership capacity of their shard superintendent in the areas of resource provider, instructional resource, communicator, and visible presence. Differences identified between groups and subgroups included special education, "essential," and elementary teachers consistently rating their shared superintendent lower in all areas than their content and secondary area peers. Statistically significant differences were found between the teacher and principal groups in the areas of Resource Provider and Visible Presence. Additionally, years of experience for principals were found to negatively affect principal perceptions, specifically in the Instructional Resource domain. In spite of these differences, the overall perceptions were considered to be positive. These positive perceptions toward the shared superintendent's instructional leadership capacity, coupled with the potential for fiscal savings, make the shared superintendent model a very real and viable possibility for rural school districts considering this in Pennsylvania. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580085 Rural Public School Educators' Perceptions of the Shared Superintendent's Instructional Leadership ProQuest LLC Ed.D. Dissertation, Drexel University 2017-00-00 978-0-3553-6894-9 128 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:10636794 2018 As Provided JAN2020

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Yes Literature Reviews Educational Quality Quality Assurance Preschool Education Educational Change Educational Objectives Outcomes of Education Outcome Measures Intervention Participation Correlation Schematic Studies Zaslow, Martha Anderson, Rachel Redd, Zakia Wessel, Julia Tarullo, Louisa Burchinal, Margaret Reports - Evaluative Information Analyses Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation Mathematica Policy Research, Inc. Child Trends University of North Carolina at Chapel Hill, FPG Child Development Institute English Preschool Education This literature review is one of multiple components to the Child Care and Early Education Quality Features, Thresholds and Dosage and Child Outcomes (Q-DOT) project. The overarching goal of this project is to examine existing evidence and provide new evidence on the issue of whether it is appropriate to move beyond the widespread assumption that children's outcomes improve linearly with improvements in overall quality in early childhood settings, to a more complex conceptualization that permits for the possibilities that (1) a certain dosage is needed before quality can be linked with child outcomes; (2) certain thresholds of early care and education quality need to be met before more positive outcomes for children are seen; and (3) the relationship between quality and child outcomes depends on the features of quality in relation to specific aspects of development (for example, whether young children's early literacy is better predicted by specific aspects of quality--such as amount and characteristics of adult speech to children--than by global measures of quality). This review is comprised of six sections: (1) background on the Q-DOT Project; (2) methodology of the literature review; (3) findings from previous research on dosage; (4) findings from the research on thresholds; (5) findings from the research on features; and (6) conclusion. The project is intended to progress through a series of steps building progressively towards design work for fielding a new study of dosage, thresholds, and features. ED579878 Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature. OPRE Report 2011-5 Administration for Children & Families 2010-08-00 54 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2018 58 ERIC JAN2020 HHSP23320095642WC ED577788

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Yes School Counseling Student Financial Aid Student Loan Programs Loan Repayment Knowledge Level College Students Federal Aid Federal Legislation Online Courses Access to Information Colleges Fernandez, Chris Reports - Research TG (Texas Guaranteed Student Loan Corporation) English Higher Education To manage their loans effectively, U.S. postsecondary student loan borrowers must make a variety of important decisions that require significant knowledge and financial skills and entail considerable risk. Federal law requires colleges to provide student loan counseling to their federal student loan borrowers, but there is significant room for improvement in the ways that policy promotes better-informed borrowing. This report (fifth in a series of five from TG Research) summarizes the findings of four previous TG studies on the financial counseling research literature, the legislative history of student loan counseling, the on-the-ground borrower experience with online counseling, and the measures some institutions have taken to better counsel their student borrowers. It uses these findings to inform policy recommendations aimed at more effectively providing student loan borrowers with the knowledge and skills to borrow and repay their loans in a responsible manner best suited to their individual needs. [For the related reports, "Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report," see ED579985; "From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report," see ED579880; "A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report," see ED579881; and "Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report," see ED579872. This report was written with the assistance of Carla Fletcher, Kasey Dlepfer, and Jeff Webster.] ED579879 Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report TG (Texas Guaranteed Student Loan Corporation) 2016-01-00 20 TG (Texas Guaranteed Student Loan Corporation). PO Box 83100, Round Rock, TX 78683. Tel: 800-252-9743; Tel: 512-219-5700; Web site: http://www.tgslc.org N/A 2018 10 As Provided JAN2020

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No Citizen Participation College Students Institutional Characteristics Student Characteristics Values Race Ethnicity Service Learning Hispanic American Students Asian American Students American Indian Students Pacific Americans Academic Aspiration Activism Alcantar, Cynthia Maribel Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Through the power of social media and increased access to mobile technology, our country is witnessing a rise in college student-led protests and mobilizing to try to challenge racism on college campuses (Curwen, Song, & Gordon, 2015). One of the key functions of higher education institutions is cultivating our engaged citizenry (Hurtado, 2007). We know civic engagement in college influences future civic participation of students (Coley & Sum, 2012). However, very little is known about the factors in college that promote civic engagement of students. The purpose of this study is to explore the institutional- and student-level characteristics that affect the development of students' level of civic values after four years of college enrollment, utilizing data from the Cooperative Institutional Research Program (CIRP), a longitudinal dataset of college students. Overall, this study found differences in the factors that promote civic values of students based on race/ethnicity and institutional contexts. More specifically, various civic-related curricular and co-curricular college experiences and institutional contexts influenced the development of civic values of racial/ethnic minority students differently. For example, service learning, a proven curricular approach that promotes the civic values and engagement of students, negatively influenced the civic values of Latina/o students. Additionally, Asian American and Native American Pacific Islander Institutions (AANAPISIs) were particularly influential in promoting civic values, but only for Asian American and Pacific Islander (AAPI) students. Moreover, the same factors that influenced civic values also influenced student's aspirations to pursue a career in service. The findings will help higher education researchers and practitioners understand the student- and institutional-level factors that promote the development of civic values in higher education, as well as shed light on which higher education institutions develop the next generation of leaders and engaged 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.] ED580604 Cultivating Our Nation's Engaged Citizenry: Institutional Factors That Promote the Civic Engagement of College Students ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3553-0370-4 206 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:10619730 2018 As Provided JAN2020

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No Science Education Energy Scientific Concepts Science Process Skills Causal Models Science Instruction Nuclear Physics Case Studies Interviews Science Activities Elementary Secondary Education Mayer, Kristin Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education The National Research Council (2012) recently published A Framework for K-12 Science Education that describes a vision for science classrooms where students engage in three dimensions--scientific and engineering practices, crosscutting concepts, and disciplinary core ideas--to explain phenomena or observations they can make about the universe around them. This vision of science instruction is a significant shift from current classroom instruction. This dissertation provides detailed examples of how students developed and used models to build causal explanations of phenomena. I co-taught classes that focused on having students develop and revise models of electric fields and atomic structure using a curriculum that was designed to align with the three-dimensional vision of learning. I developed case studies of eleven students from these classes. I analyzed the students' responses and interviewed the students throughout the school year. By comparing and contrasting the analysis across the analysis of students' interviews, I identified four themes: 1) students could apply their ideas to explain novel and abstract phenomena; 2) students struggled to connect changes in their atomic models to evidence, but ended up with dynamic models of atomic structure that they could apply to explain phenomena; 3) students developed models of atomic structure that they applied to explain phenomena, but they did not use models of electric fields in this way; and 4) too much focus on details interfered with students' ability to apply their models to explain new phenomena. This dissertation highlights the importance of focusing on phenomena in classrooms that aim at aligning with three-dimensional learning. Students struggled to focus on specific content and apply their ideas to explain phenomena at the same time. In order to apply ideas to new context, students had to shift their focus from recalling ideas to applying the ideas they do have. A focus on phenomena allowed students to show their understanding through applying their ideas to new context. During this transition, students struggled, and in particular, had a hard time using evidence from experiments to justify the changes they made to their models of atomic structure. While the changes students made looked unproductive at times, by the end of the semester, students had developed models of atomic structure that incorporated relationships among charged components that they could apply to explain complex phenomena. Asking students to explore and evaluate their own ideas supported their development of models that they could apply to explain new context they experience in their 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.] ED580605 Students' Development and Use of Models to Explain Electrostatic Interactions ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 National Science Foundation (NSF) 978-0-3554-6922-6 195 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:10286778 2018 As Provided JAN2020 DRL1232388

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Yes Models Educational Change Program Implementation Reading Instruction Reading Programs Change Strategies Educational Innovation Program Evaluation Program Effectiveness Intervention Experimental Groups Control Groups Kindergarten Elementary Education Reading Achievement Participant Satisfaction Student Characteristics Institutional Characteristics Staff Development Training Methods Performance Factors Comparative Analysis Outcome Measures Spanish Scores Academic Achievement Achievement Gains Surveys Qualitative Research Statistical Analysis Quint, Janet Zhu, Pei Balu, Rekha Rappaport, Shelley DeLaurentis, Micah Reports - Research National Assessment of Educational Progress MDRC English Elementary Education Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous improvement, with the goal of ensuring that every child learns to read well in the elementary grades. This is the third and final report from an independent evaluation of the scale-up demonstration of the SFA elementary school reading program. Both the demonstration and the evaluation have been funded under the U.S. Department of Education's Investing in Innovation (i3) competition. Conducted by MDRC--a nonprofit, nonpartisan education and social policy research organization--the evaluation examines SFA's implementation and impacts in five school districts over a three-year period (the 2011-2012 school year through the 2013-2014 school year). It also includes an analysis of program costs. Finally, it considers the scale-up process itself--the methods employed and the extent to which the Success for All Foundation (SFAF), the organization that developed and provides technical assistance to schools operating the program, achieved its scale-up goals. This document provides a summary of the study's evaluation design, context for the evaluation, and findings. [This summary was written with Emma Alterman, Colin Bottles, and Emily Pramik. For the full report, see ED579089.] ED579090 Scaling up the Success for All: Model of School Reform. Final Report from the Investing in Innovation (i3) Evaluation. Executive Summary MDRC 2015-09-00 Department of Education (ED) 17 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 0 ERIC JAN2020 ED573325

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Yes Middle School Students Constructivism (Learning) Questionnaires Foreign Countries Student Attitudes School Location Class Size Educational Environment Rural Schools Urban Schools Science Instruction Cooperative Learning Relevance (Education) Correlation Multivariate Analysis Comparative Analysis Factor Analysis Statistical Analysis Yigit, Nevzat Alpaslan, Muhammet Mustafa Cinemre, Yasin Balcin, Bilal Journal Articles Reports - Research Turkey ISSN-1304-6020 English Middle Schools This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment. The sample included 1882 students from Grades 6-8 randomly selected twenty schools in a northern province in Turkey. Data analysis revealed that there were significant differences between the perceptions of students from rural/urban schools and small/large classes. More specifically, students in small classes and rural schools reported their classroom learning environments more positively than those who were in large classes and urban schools in dimensions of thought provoking, collaboration, life relevance, concurrent learning and assessment, and bringing different viewpoints. Implications and future directions were discussed. ED579091 Examine Middle School Students' Constructivist Environment Perceptions in Turkey: School Location and Class Size Online Submission Journal of Turkish Science Education v14 n1 p23-34 Mar 2017 2017-03-00 12 N/A 2018 45 As Provided JAN2020

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No Adoption Foreign Countries Parent Attitudes Trauma Counseling Techniques Phenomenology Child Rearing Parenting Styles Therapy Coding Community Organizations Adolescents Kuzmina, Marina V. Dissertations/Theses - Doctoral Dissertations EISSN- English This phenomenological dissertation study explored the lived experiences of adoptive parents in the process of raising their internationally adopted adolescents. The researcher interviewed 9 participants. Criteria for selection of the research sample included having personal experience with parenting one or more international adolescents adopted at age 10 or older and raising these adolescents for at least two years following such adoption. Data analysis included steps suggested by Moustakas (1994) and the participation of a research team and external auditor. According to the recommendations of Lincoln and Guba (1985), several strategies for trustworthiness were implemented during this course of the study. The research team identified 5 superordinate themes related to experiences of parents with raising their internationally adopted adolescents: "parental beliefs," "trauma," "parental strategies," "parental challenges," and "experiences with therapy." In addition, research team identified 34 themes and 9 subthemes through consensus coding process during data analysis. The findings of this study may inform practices of counseling professionals, counselor educators, community organizations, agencies, and adoptive parents of international adolescents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580606 Attitudes and Actions That Adoptive Parents Perceive as Helpful in the Process of Raising Their Internationally Adopted Adolescent ProQuest LLC Ph.D. Dissertation, Old Dominion University 2017-00-00 978-0-3554-8901-9 233 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10619772 2018 As Provided JAN2020

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No Middle School Students Rural Schools Case Studies Models Academic Achievement Blended Learning Mastery Learning Outcomes of Education Interviews Focus Groups Time Factors (Learning) Teacher Student Relationship Learner Engagement Lamey, Jack Harley, Sr. Dissertations/Theses - Doctoral Dissertations Alabama EISSN- English Middle Schools The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following sub-questions: What internal factors affect student success and failure in the mBolden Academic Model? What external factors influence success for students in the mBolden? This study examined a bounded set of students at a rural school in Northeast Alabama that implemented a mastery-based, blended learning model. Data collection included documents, interviews, and focus groups. Data was analyzed and coded into categories and then into three themes: (a) Student Workload, (b) Teacher Disconnect, and (c) Content Disengagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580607 New Horizons in a Next Generation School: A Case Study of Rural Alabama Middle School Students in a Transformational Initiative ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4722-0 123 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:10622672 2018 As Provided JAN2020

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Yes Refugees Student Needs Social Development Emotional Development Trauma At Risk Students Barriers Mental Health Well Being School Health Services Cognitive Restructuring Behavior Modification Intervention Weeks, Mollie Sullivan, Amanda L. Simonson, Greg Reports - Descriptive Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC) English This brief provides an overview of global refugees, the frequent trauma many experience and the treatment some receive as a result. The psychological symptoms experienced by student refuges may include but, are not limited to: sadness, anxiety, fear, and reduced concentration. Over half of all refugees are school age youth and these youths may experience many barriers to receiving the emotional supports they may find beneficial. ED580790 Supporting Social-Emotional Needs of Students Who Are Refugees. Equity by Design Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center 2017-00-00 Department of Education (ED) Practitioners 13 Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center. 902 West New York Street. Indianapolis, IN 46202. Tel: 317-278-3493; Web site: http://glec.education.iupui.edu N/A 2018 33 As Provided JAN2020 S004D110021

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Yes Undocumented Immigrants Educational Legislation Educational Policy Preschool Education Elementary Secondary Education Postsecondary Education Court Litigation Public Schools Barriers State Legislation Access to Education Equal Education Teacher Role Administrator Role Tuition Student Financial Aid Nguyen, David H. K. Reports - Descriptive Texas Doe v Plyler Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC) English Preschool Education The purpose of this Equity Brief is to provide some guidance for educators with regard to the challenges around supporting undocumented students in the midst of uncertain times and continued concerns surrounding Deferred Action for Childhood Arrivals (DACA). Many youth in the DACA Program have made the United States their home and have lived in the country the majority of their lives. Since its inception, DACA has been a source of contention for many, opponents argue that DACA has decreased the educational budget whereas others proponents of DACA focus on the educational opportunities it presents. ED580791 Examining Law & Policy for Undocumented Immigrant Students through the PK-20 Pipeline. Equity by Design Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center 2017-00-00 Department of Education (ED) Practitioners 14 Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center. 902 West New York Street. Indianapolis, IN 46202. Tel: 317-278-3493; Web site: http://glec.education.iupui.edu N/A 2018 31 As Provided JAN2020 S004D110021

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No Mathematics Instruction Individualized Instruction Common Core State Standards Elementary Secondary Education Teaching Methods Questioning Techniques Elementary School Mathematics Secondary School Mathematics Middle Schools Small, Marian Books Guides - Non-Classroom English Elementary Secondary Education Now in its Third Edition--expanded with over 100 new tasks and questions--this bestselling resource helps experienced and novice teachers to effectively and efficiently differentiate mathematics instruction in grades K-8. Math education expert Marian Small shows teachers how to get started and become expert at using two powerful and universal strategies: Open Questions and Parallel Tasks. This volume includes key changes that will make it easier for teachers to use in all quality state standards environments, including direct links to Common Core content standards and standards for mathematical practice. Classroom examples, many new for this edition, are provided at each grade band: K-2, 3-5 and 6-8. Along with each example, the text describes how teachers can evoke productive conversations that meet the needs of a broad range of learners. Book features include: (1) Chapters organized around Common Core headings; (2) Continued attention to big ideas in math; (3) Many new questions that teachers can adapt or use as is; (4) Teaching tips and task variations; (5) A template to help users build new tasks; and (6) Guidance for using follow-up questions to create a rich math classroom. [Foreword by Carol Ann Tomlinson.] ED580792 Good Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom. Third Edition Teachers College Press 2017-04-28 978-0-8077-5854-0 Teachers 304 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/good-questions-9780807758540 2018 As Provided JAN2020

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Yes Culturally Relevant Education Racial Bias Equal Education Educational Policy Student Diversity Teacher Competencies Social Bias Curriculum Elementary Secondary Education Higher Education Minority Group Students Language Usage Teacher Student Relationship Social Justice Paris, Django Reports - Descriptive Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC) English Elementary Secondary Education The purpose of this brief is to raise awareness about culturally sustaining pedagogies as well as the policies, practices, and procedures that curricularized racist and inequitable policies. These policies are often embedded in the language, materials, and instructional patterns within education which advantage some groups of students while simultaneously disadvantages others. ED580793 On Educating Culturally Sustaining Teachers. Equity by Design Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center 2017-00-00 Department of Education (ED) Practitioners 15 Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center. 902 West New York Street. Indianapolis, IN 46202. Tel: 317-278-3493; Web site: http://glec.education.iupui.edu N/A 2018 51 As Provided JAN2020 S004D110021

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Yes Foreign Countries Higher Education Educational Quality Academic Standards Reputation Universities Institutional Mission Institutional Characteristics Educational Development School Effectiveness Classification Regional Planning Ericson, David P. Reports - Evaluative Asia University of California, Berkeley. Center for Studies in Higher Education English Higher Education A singular vision has propelled higher education and ministries of education in Asia since the new millennium. It is a vision launched by the once rising tide of a globalized world order that spilled into higher education: in order to be competitive on the world scene, each Asian country had to build "World Class Universities," which could be compared and rank-ordered with the pre-eminent research universities of America, Britain and elsewhere. And if the pre-eminent American and British research universities could not be quickly surpassed, punctuated jumps up the status ladder of global higher education would establish an "heir-apparent" trajectory. Now, however, the rising tide of globalism has perhaps crested. Indeed, as some scholars of globalism and higher education point out, in certain aspects of national policy the rising tide is turning into a receding one. Nation-states are recoiling from an elite-driven, transnational world order into an "inside economy" that is concerned with its own issues of development and sustainability, quite apart from measuring itself against the rest of the world. In time, higher education in Asia is likely to follow suit. Globalism created the vision of "World Class Universities" ranked in an imitative hierarchical order; its demise suggests the need for other ideals that can drive the quest for excellence in higher education in Asia. The bedrock of educational quality for the New Flagship University in Asia is excellence in all of the forms of knowledge and understanding of human experience. The stronger the excellence in each form, the better the university's earned standing amongst its peers. But this is not a relative relationship, like the World Rankings, where worth is measured against other institutions in a game of winners and losers. Rather, it is measurement against the standards of excellence inherent in each form itself. ED580794 Quality and the New Flagship University Ideal in Asian Higher Education. Research & Occasional Paper Series: CSHE.12.17 Center for Studies in Higher Education 2017-11-00 10 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 13 As Provided JAN2020

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Yes Extracurricular Activities College Freshmen Student Participation Learner Engagement Demography Undergraduate Students High School Graduates Prior Learning Student Surveys Self Disclosure (Individuals) Correlation Grade Point Average Graduation Rate Educational Experience Student Volunteers Community Services Regression (Statistics) Chang, Tongshan Reports - Research California University of California, Berkeley. Center for Studies in Higher Education English Higher Education This study examines how student pre-college participation in extracurricular activities and volunteer and community services varies by demographic and academic variables, and how their experience participating in these activities affects first-year college engagement and learning outcomes. The analysis focuses on students at the University of California's (UC) nine undergraduate campuses and is based on the self-reported data that compares their high school experience with their first year experience at UC. Students differ significantly in their participation in precollege activities by gender, ethnicity, family income, and college admissions status. URM's and socioeconomically disadvantaged students are less likely to participate in these activities. Those who are admitted to UC are likely to participate in more precollege activities. The study also shows that there is a positive correlation between student precollege participation in these activities and their college experience, academic and civic engagement although the relationship is rather weak. The results also reveal that the participation in extracurricular activities and volunteer and community services is a significant predictor on first-year GPA and persistence. The more activities students participate in, the higher their first-year GPA is and the more likely they persist with their current college programs. These findings will be useful for effective development of admissions policy and enrollment management. It also may help high schools and universities to expand or re-organize their out-of-class activities to encourage greater student engagement for targeted populations. ED580795 The Effect of Pre-College Extracurricular Participation on First-Year College Engagement and Completion. SERU Consortium Research Paper. Research & Occasional Paper Series: CSHE.6.17 Center for Studies in Higher Education 2017-04-00 14 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 26 As Provided JAN2020

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No Higher Education Private Colleges College Athletics Administrator Role Leadership Training Athletes Program Effectiveness Qualitative Research Interviews Student Attitudes Role Models Interpersonal Communication Time Management Phillips, Jesse Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The financial and competitive challenges facing higher educational institutions have created a dire need for universities and colleges to evaluate the value of the different departments within their institutions. Athletic administrators in higher education are committed to providing adequate opportunities for students, coaches, and staff to intentionally develop their leadership skills. In the midst of reviewing this university mission statements and strategic plans to align all programs carefully, the assessment of a program's value is crucial. These general issues make this study surrounding leadership development of student-athletes a timely and worthwhile pursuit. The purpose of this study is to examine the perceptions of the impact of athletic participation on leadership development in student-athletes at a small, private university through a qualitative analysis of ten student-athletes interviewed in 2017. The findings revealed several emergent themes within the students' leadership development. These themes included: leading by example, interpersonal communication, both verbally and nonverbally, and time management skills. The findings of this study contribute to the growing body of research on leadership development of student-athletes that participate in NCAA athletic programs. The results also indicated that more resources are necessary to assist athletic programs to deliver intentional quality leadership development initiatives for their student-athletes. Lastly, the findings suggested athletics are beneficial to the current and future institutional stakeholders, because of the strategic alignment with the university mission and vision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580086 Understanding Leadership Development through Athletic Participation at a Small Private University: A Qualitative Approach ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2017-00-00 978-0-3553-1875-3 135 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:10635128 2018 As Provided JAN2020

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No Case Studies Social Capital Success Academic Persistence Two Year College Students College Faculty Semi Structured Interviews Documentation Program Effectiveness Teacher Surveys Coding Program Implementation Student Needs Teacher Role Ownership Teacher Attitudes Teaching Methods Feedback (Response) Teacher Collaboration Funaro, Janette Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges The purpose of this case study was to examine the role of social capital in the enactment of a faculty-based initiative designed to improve student success and completion at one community college. The concept of social capital--or the actual and potential resources that are embedded in relationships--has been examined in research studies in many disciplines, including education. But while multiple studies at the K-12 level posit the effects of teacher social capital on school reform and on student achievement, there appear to be virtually no studies in higher education relating faculty members' social capital with their teaching role or with a teaching-related initiative. This study sought to (a) identify, measure and describe the information and resources faculty accessed through their social ties for work on a teaching-related initiative and (b) to develop an understanding of the difference those ties and resources made to their work. Semi-structured interviews with initiative leaders and documents provided by the college were utilized to develop a rich description of the initiative's history and design and to describe the context in which the faculty worked. A survey instrument was used to measure faculty members' individual social capital as the number and strength of their initiative-related social ties. Semi-structured interviews with a purposeful sample of surveyed faculty were conducted, coded and analyzed. Findings showed that faculty members with more social capital gave more evidence of sustaining quality enactment of initiative strategies five years after the initiative began. These faculty members showed (a) a greater focus on students and student learning; (b) a more positive perception of the new, more demanding teaching role the initiative obliged them to assume; (c) greater evidence of ownership of initiative activities; and (d) a higher level of interest in and understanding of the initiative, its details and its future direction. Faculty members with more social capital also accessed far more--and more varied--resources than did faculty with less social capital, both through their social ties and through formal initiative resources. Both groups spoke of accessing discrete, material resources needed for initiative strategies, such as videos or classroom activities borrowed from other instructors; but only those with more social capital also spoke of accessing intangible and interactive resources, such as feedback from students, support and motivation from colleagues, collaboration on teaching strategies and advice about how to help struggling students. An analysis of the initiative-related social ties named by faculty members showed that most ties listed by full-time faculty were inside the college (principally other full-time faculty), while most ties listed by adjunct faculty were outside the college (professional educators, friends and family members). This finding points to important differences in the social networks of full-time and adjunct faculty members as well as the untapped potential of full-time and adjunct faculty interaction for developing social capital around teaching. Implications for faculty-based student success and completion initiatives are discussed and recommendations for future research 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.] ED580087 Faculty Social Capital at Work in a Community College Student Success and Completion Initiative ProQuest LLC Ed.D. Dissertation, National American University 2017-00-00 978-0-3553-7222-9 211 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:10635555 2018 As Provided JAN2020

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Yes Economically Disadvantaged Correlation Voting Student Participation Student Experience Citizen Participation Community Services Predictor Variables Factor Analysis Regression (Statistics) Social Problems Controversial Issues (Course Content) Higher Education Student Surveys Statistical Analysis Porterfield, Victoria Reports - Research Minnesota Texas Florida Michigan Pennsylvania Oregon California North Carolina Virginia Iowa Indiana New Jersey University of California, Berkeley. Center for Studies in Higher Education English Higher Education Higher levels of civic and community engagement in higher education are positively associated with students' academic performance and they also build upon citizenship skills such as informed voting. Yet, while these are worthy and important outcomes of higher education, students from disadvantaged backgrounds can have more difficulty navigating civic engagement. Focusing on students at thirteen major public universities in the United States, and utilizing survey data generated by the Student Experience in the Research University (SERU) Consortium, this study suggest social perspective-taking has a significant positive effect on all students' probability of voting and participating in community service. Students who were asked to identify challenge/solutions to social problems and reflect/act on community issues in the classroom were also more likely to participate in community service. Additionally, Hispanic students and students from lower-income households are significantly less likely to vote and perform community service--findings corroborated by previous research. Females are more likely to vote and participate in community service--findings also corroborated by prior research. Hispanic students and students from low-income backgrounds were more likely to participate in voting and community service if they had increased rates of social perspective-taking. These results suggest that increased opportunities to connect with classmates in the classroom and develop perspective-taking skills (e.g. appreciating the world from someone else's perspective, acknowledging personal differences, interacting with someone with views that are different from your own, and discussing and navigating controversial issues) are potentially quite powerful ways to foster civic engagement among students who traditionally have the lowest civic engagement rates compared to their peers. ED580796 Student Exposure to Social Issues and Correlations with Voting: Gauging the Impact on Economically Disadvantaged Students at Major Public American Universities. SERU Consortium Research Paper. Research & Occasional Paper Series: CSHE.5.17 Center for Studies in Higher Education 2017-04-00 8 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 29 As Provided JAN2020

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Yes Inclusion Youth Opportunities Disadvantaged Youth Youth Leaders Student Empowerment Child Advocacy Partnerships in Education Student Participation Case Studies Educational Change Equal Education Change Strategies Elementary Secondary Education Gonzalez, Taucia Love, Larry D. Johnson, Mary L. Picón, Ninoska Velázquez, Josué Reports - Descriptive Indiana University-Purdue University Indianapolis (IUPUI), Midwest & Plains Equity Assistance Center (MAP EAC) English Elementary Secondary Education This Equity Brief focuses on disrupting the dominant narratives around inclusion by asking the question, "Whose Voice Matters" in creating inclusive schools. Ensuring that youth from historically marginalized groups have leadership opportunities and have their voices heard is one way to support and empower them. Supporting students of color in identifying, researching, and disseminating knowledge of equity issues is one way to begin the process of transformative systemic change in schools. ED580797 Youth Rising: Centering Youth Voice in the Quest for Equitable and Inclusive Schools. Equity by Design Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center 2017-00-00 Department of Education (ED) Practitioners 14 Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center. 902 West New York Street. Indianapolis, IN 46202. Tel: 317-278-3493; Web site: http://glec.education.iupui.edu N/A 2018 22 As Provided JAN2020 S004D110021

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Yes School Culture Sense of Community Educational History Educational Development Educational Experience Student Experience Social Life Outdoor Education Science Education Educational Facilities State Colleges Educational Administration Change Agents Merritt, Karen Reports - Descriptive California University of California, Berkeley. Center for Studies in Higher Education English Higher Education When the University of California moved to a permanent campus site in Berkeley, many described what they found there as a wilderness. Early faculty and students proceeded to build a campus and community, creating clubs, musical groups, fraternities, and athletics. This experience is brought to life in this essay through contemporary memoirs and campus publications, notably, the papers of a leading university family, Joseph Le Conte with his son, J.N. Le Conte, and youngest daughter, Carrie Le Conte. Through these sources, we can glimpse student life between 1880, when Carrie matriculated, and 1891, when J.N. graduated. The burgeoning campus culture embraced a distant wilderness too. The Le Conte family joined other university folks in spending summers camping in Yosemite Valley and the High Sierra. Many UC scientists, like the Le Contes, blended recreation with field research and education in the mountains. When John Muir went looking for advocates to form a "Yosemite defense association" to protect the newly created national park, he found ready organizers and supporters from the university built in the wilderness to help him form the Sierra Club. ED580798 A University in the Wilderness: Building a Community and Culture at the New University of California. Research & Occasional Paper Series: CSHE.9.17 Center for Studies in Higher Education 2017-07-00 18 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 0 As Provided JAN2020

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Yes Higher Education Federal Regulation Educational Policy Funding Formulas Immigration Health Insurance Tax Credits Finance Reform Federal Aid Barriers Educational Administration Douglass, John Aubrey Reports - Evaluative Opinion Papers University of California, Berkeley. Center for Studies in Higher Education English Higher Education The Trump administration has no significant plan or strategy related to higher education. The only major policy declarations--to eliminate federal regulations on for-profit colleges and revisit federal guidelines on sexual assault on college campuses--both unravel policies developed under the Obama administration. Where the fate of higher education lies is in the innumerable initiatives bent on pleasing Trump's base and in the search for some sort of major legislative victory. As of this writing, this now includes a Republican coalition that wants to cut the funding for most federal agencies to ease the way for massive tax cuts. In the Trump administration's initial federal budget proposal presented last May, Trump planned huge reductions in federal programs, with two glaring exceptions: boosting military spending--including for veterans but also for hardware and more troops--and funding for a continent stretching border wall with Mexico. What about the funding future, and health and well-being, of America's great universities? To make financial room, and to placate some on the right, it is hard to imagine increased or even stable federal spending for research and financial aid. To partially offset tax cuts, spending must come down, at least in a rationale policy world. If this scenario plays out, higher education will be one of many casualties. Then again, confusion regarding the Trump agenda, discord among Republicans, lobbying by the many stakeholders of the current tax system, and even independent analysis of whatever convoluted plan emerges, could derail or significantly alter the tax-cut momentum. Or the thirst for a legislative tax-cut victory might simply temporarily blind Republican deficit hawks. In these scenarios, or a combination, federal funding for academic research and financial aid might only suffer minor cuts, or remain relatively stable--in the short run. For now, muddling through might not be good policymaking, but could be the best one can hope for. For American higher education in the volatile Trump era, disaster averted? ED580799 American Universities in Trumpland--Financial Ruin Averted? Research & Occasional Paper Series: CSHE.11.2017 Center for Studies in Higher Education 2017-10-00 4 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 0 As Provided JAN2020

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No Females Women Administrators College Presidents Documentation Content Analysis Journal Writing Qualitative Research Career Choice Administrators Semi Structured Interviews Critical Incidents Method Decision Making Coding Feminism Gender Issues Occupational Aspiration Jefferson, Jennifer S. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Women remain a minority in the college presidency, representing only about a quarter of all presidents. Using interviews, document review, and a researcher's journal, this qualitative study examined why women choose to pursue or not pursue presidencies of small- and medium-sized, public and private, 2-year and 4-year New England colleges. It included interviews with 11 presidents, 4 women who decided not to pursue presidencies, and 4 search firm consultants. The semi-structured interviews used the Critical Incident Technique and focused on the decision-making process around applying to a presidency. Text analysis and coding used a narrative approach. A critical feminist lens helped explore how more women might move forward but also how organizational structures might prevent women's desires to advance. Interviews revealed that mentors and family played critical roles in women's decisions to pursue presidencies, and lack of conflict with a spouse's career often facilitated the move to a presidency. This study concluded that women's expanded notion of ambition--one that aims for a fit between a position and overall career, family, and life goals--shapes how they make decisions about specific job opportunities. It may also, however, obscure how boards and search committees understand women's ambitions, preventing full recognition of strong candidates. Recommendations for women aspiring to presidencies included valuing their own leadership definitions, making ambitions clear to their networks, working with multiple mentors, discussing ambitions with family, and pursuing roles even if they do not meet all qualifications. Recommendations for boards of trustees and hiring committees included actively supporting presidents, clarifying expectations of presidents' spouses, and understanding how women talk about their ambitions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580608 Considering a College Presidency: Family, Mentors, and Ambition for Women Leaders ProQuest LLC Ed.D. Dissertation, Endicott College 2017-00-00 978-0-3554-9564-5 262 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:10620900 2018 As Provided JAN2020

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No Educational Technology Technology Uses in Education Technological Literacy Pedagogical Content Knowledge Elementary School Teachers Self Efficacy Electronic Publishing Reading Instruction Books Use Studies Faculty Development Lesson Plans Literacy Education Case Studies Mixed Methods Research Teacher Surveys Interviews Questionnaires Program Effectiveness School Libraries Mason, Charlene A. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of technology. The purpose of this study was to investigate whether elementary teachers' assessment of their TPACK influenced their inclusion of e-books in reading instruction. A subsequent phase of the study was an investigation into whether increasing teachers' TPACK in the context of e-books would result in an increased utilization of ebooks in reading activities related to core learning objectives. The treatment employed to increase TPACK was in-service professional development to assist in the design of lessons featuring student-centered e-book activities for literacy development. A case study with a mixed methods approach including survey results, interview responses, and library circulation data was selected to examine the reasons for delayed e-book integration. A TPACK Survey Questionnaire provided self-assessed measures for participants' TPACK. Interview questions post-e-book training gave participants the opportunity to expand on their practice of utilization of e-books in literacy instruction. The professional development was well received by participants and 50% of the group was able to integrate e-books immediately. The remaining half of the participants, although confident in their ability to use e-books, questioned the applicability of e-books in their present literacy activities. Library circulation statistics on e-book checkouts for participants were provided for pre- and post-professional development. A research question posed in this study was "To what extent do teachers' reading preferences impact students' reading habits?" This study also included examination of the number of student checkouts of e-books before and after teacher modeling of e-book integration. In this study, TPACK was considered as a theoretical approach to examining teachers' knowledge domains of content, pedagogy, and technology and the fluidity used in combining these for the most effective and efficient instruction as well as a helpful practice in instructional 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.] ED580609 Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership ProQuest LLC Ed.D. Dissertation, New Jersey City University 2016-00-00 978-0-3554-66959 137 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620870 2018 As Provided JAN2020

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Yes Federal Legislation Student Financial Aid Student Loan Programs Online Courses Observation Interviews College Students School Counseling Coding Student Attitudes Student Behavior Debt (Financial) Knowledge Level Access to Information Geographic Regions Program Effectiveness Fernandez, Chris Reports - Research Texas TG (Texas Guaranteed Student Loan Corporation) English Higher Education Legally mandated student loan exit counseling attempts to prepare borrowers of federal student loans for the repayment process; yet, researchers hypothesized that the online modules most borrowers use for this purpose have significant shortcomings. This report (the second in a series of five from TG Research) describes a study in which researchers observed, recorded, and interviewed student loan borrowers as they went through federally mandated student loan exit counseling using online counseling modules. By coding and analyzing data from these interviews, researchers identified how borrowers' attitudes and ideas about their loans, combined with different content and design factors, produce behavioral patterns that impair effective learning. Based on these findings, researchers offer recommendations for counseling module designers, financial aid practitioners, and policymakers. Three appendices are included. [For the related reports, "Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report," see ED579985; "A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report," see ED579881; "Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report," see ED579872; and "Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report," see ED579879. This article was written with the assistance of Carla Fletcher, Kasey Klepfer, and Jeff Webster.] ED579880 From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report TG (Texas Guaranteed Student Loan Corporation) 2015-02-00 41 TG (Texas Guaranteed Student Loan Corporation). PO Box 83100, Round Rock, TX 78683. Tel: 800-252-9743; Tel: 512-219-5700; Web site: http://www.tgslc.org N/A 2018 35 As Provided JAN2020

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Yes Student Financial Aid Student Loan Programs School Counseling Federal Aid Online Courses Program Effectiveness Interviews Observation College Students Coding Surveys Knowledge Level Access to Information Loan Repayment Debt (Financial) Risk Federal Legislation Geographic Regions Fernandez, Chris Reports - Research Texas TG (Texas Guaranteed Student Loan Corporation) English Higher Education Legally mandated student loan entrance counseling attempts to prepare first-time borrowers of federal student loans for this challenge; yet, researchers hypothesized that the online modules most borrowers use for this purpose have significant shortcomings. This report (the third in a series of five from TG Research) describes a study in which researchers observed, recorded, and interviewed student loan borrowers as they went through federally mandated student loan entrance counseling using online counseling modules. By coding and analyzing data from these interviews, researchers identified how different aspects of the modules, especially the topics they attempt to cover, fail to account for first-time borrowers' inexperience and learning needs. Based on these findings, researchers offer recommendations for counseling module designers, financial aid practitioners, and policymakers. Three appendices are included. [For the related reports, "Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report," see ED579985; "From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report," see ED579880; "Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report," see ED579872; and "Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report," see ED579879. This article was written with the assistance of Carla Fletcher, Kasey Klepfer, and Jeff Webster.] ED579881 A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report TG (Texas Guaranteed Student Loan Corporation) 2015-04-00 60 TG (Texas Guaranteed Student Loan Corporation). PO Box 83100, Round Rock, TX 78683. Tel: 800-252-9743; Tel: 512-219-5700; Web site: http://www.tgslc.org N/A 2018 32 As Provided JAN2020

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No Nursing Education Emotional Experience Ethics Integrity Student Behavior Plagiarism Cheating Teacher Surveys Teaching Experience Academic Rank (Professional) Age Differences Educational Attainment Teacher Qualifications College Faculty Teacher Response Teacher Attendance Teacher Student Relationship Scebold, Jody L. Dissertations/Theses - Doctoral Dissertations Nebraska EISSN- English Higher Education The purpose of the study was to explore the emotional impact nursing faculty experience in relationship to nursing student academic dishonesty and the social and political factors that influence their decision to report suspected acts of academic dishonesty. The study was based on Fontana's 2009 study titled "Nursing Faculty Experiences of Students' Academic Dishonesty." Participants included full-time nursing faculty teaching at a Nebraska State Board of Nursing approved program and a Nebraska Assembly of Nursing Deans and Directors member institution. The results of the survey indicated that the relationship between the nursing faculty and nursing student did not have an impact on the overall positive or negative emotional responses to academic dishonest behaviors related to plagiarism, cheating, and fabrication nor the social and political factors influencing their decision to report suspected acts of academic dishonesty. Further analysis of the demographic data indicated differences between the nursing faculty responses based on their years of teaching experience in higher education, academic rank, the status of the nursing faculty's academic rank, the age of the nursing faculty, and the highest degree earned by the nursing faculty. The results of this study in addition to the recommendations made by Fontana in 2009 suggest that further research needs to be conducted in order understand the emotional, social, and political complexities of addressing academic dishonesty from a nursing faculty's point of view. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579338 The Emotional Impact Nursing Faculty Experience in Relationship to Student Academic Dishonesty and the Social and Political Factors That Influence Their Decision to Report Dishonesty ProQuest LLC Ed.D. Dissertation, Clarkson College 2016-00-00 978-0-3551-9293-3 243 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:10646040 2018 As Provided JAN2020

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No Haitians Novels Culturally Relevant Education Language Arts English Case Studies Grade 10 High School Students Learner Engagement Observation Interviews Creoles Language Usage Phrase Structure Student Attitudes Ethnocentrism Academic Achievement Whites Fishbein, Helena J. Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Grade 10 The Eurocentric and patriarchal curriculum in typical American schools can alienate some students. Research suggests that using culturally relevant literature with alienated students may cause them to become more engaged in English Language Arts classes. This practitioner inquiry case study, set in Southwest Florida, examined the responses of six disengaged, Haitian American students in a tenth-grade English/ Intensive Reading class to the intentional use of a culturally relevant novel, "The Dew Breaker" by Edwidge Danticat. Disengaged students were identified during the first quarter of the 2015-2016 school year with a pre-determined set of criteria. The students' engagement with the novel was assessed using data from classroom observations, individual interviews, and analysis of their written work. The data indicated that all participants appreciated the authentic use of Creole words and phrases and connected in a variety of ways to the text. Most participants rated "The Dew Breaker" highly on a scale of 1-10, responded to the novel with pride, felt more interested in class while reading the novel, demonstrated increased engagement, and discussed aspects of the novel with their parents. Additionally, most participants demonstrated no increases in achievement on assessments related to the novel as compared to achievement in the previous grading period. Some participants felt that the overall portrayal of Haitians in the novel was positive, while others felt it was negative. Some also appreciated the atypical structure of the text. One participant remained mostly disengaged, expressed confusion about the text structure, and indicated an inability to connect with the novel due to little background knowledge of Haitian history. The results of this study emphasize the importance of utilizing culturally relevant text, especially as a means to engage students who are disengaged from the typical Eurocentric patriarchal curriculum. Although culturally relevant text had little impact on students' short-term achievement, the findings have a variety of implications for how to incorporate culturally relevant text effectively with disengaged 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.] ED579339 Responses of Disengaged and Minoritized Haitian American Students in a 10th Grade English/Intensive Reading Class to the Intentional Use of Culturally Relevant Literature ProQuest LLC Ed.D. Dissertation, University of Florida 2016-00-00 978-0-3551-9611-5 149 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:10646359 2018 As Provided JAN2020

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No College Presidents Minority Groups Whites Males Advocacy Student Diversity Equal Education Social Justice Interviews Experience Consciousness Raising Administrator Characteristics Johnson, Craig Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education With the growing participation of under-represented groups in American higher education, it is more important than ever that college presidents position diversity issues as a high priority on their leadership agenda. Given the continuing dominance of white males in college presidencies, it is especially important that white male leaders develop a greater awareness and understanding of diversity issues and the varying life experiences of different populations while also acknowledging and assessing the impact of their own personal identity and life experience on their leadership actions, practices and behavior. This study examines twenty white male presidents and chancellors who have established a reputation as effective advocates for diversity, equity and social justice. Findings from interviews with each president are compared with existing research to explore three key aspects: life experiences that inspired them to become involved in diversity issues; strategies and activities to develop greater awareness and understanding of diversity; and actions and strategies to develop successful diversity initiatives in their institution and community. In the end, this study documents ways that a white male leader can use his personal status as an asset in diversity work while at the same time actively working to acknowledge and address potential challenges of personal identity that may hinder efforts to ensure his institution provides access, equity and inclusion 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.] ED580610 Leading with Privilege: Personal Journeys of White Male Leaders in Higher Education to Become Advocates for Diversity, Equity and Social Justice ProQuest LLC D.Ed. Dissertation, University of Minnesota 2017-00-00 978-0-3555-2160-3 259 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10286854 2018 As Provided JAN2020

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No American Indian Languages Classification Human Body Language Usage Figurative Language Toys Language Research Geometric Concepts English Contrastive Linguistics Nonverbal Communication American Indians Schemata (Cognition) Tilbe, Timothy James Dissertations/Theses - Doctoral Dissertations EISSN- English Categorization of objects' parts varies across human populations. This dissertation provides evidence that the linguistic and non-linguistic aspects of this categorization are closely linked. English speakers apply mostly terms with abstract geometrical meaning, like "top," to the parts of any arbitrary object. However, in the languages of Mesoamerica, it is common for body part terms to serve as general-purpose terms. Some Mesoamerican languages have been claimed to use basically different strategies to assign words to the parts of entities. Juchitan Zapotec (spoken in Oaxaca, Mexico) has been described as assigning part terms by global analogy from the human body, whereas Tseltal (a Mayan language spoken in Chiapas, Mexico) has been described as assigning part terms through a process that analyzes the object's proportions and the relative curvature of its parts. This research largely supports these claims, and probes for corresponding differences in non-linguistic classification and analogy. If speakers of certain languages compute their representations of part-whole structures in fundamentally different ways, this should result in measurable differences in analogical behavior. In order to test this, an experiment presented speakers of Juchitan Zapotec and Tseltal with unfamiliar 3-D objects and required them to choose one or more parts of each object that would correspond to parts of a doll. With subvocal rehearsal and the orientation of the object controlled for, the Zapotec speakers significantly favored choosing parts according to global analogy, and the Tseltal speakers significantly favored choosing parts according to the shape-analytic algorithm. Another experiment provided evidence that in non-verbally categorizing the parts of objects, speakers of these two Mesoamerican languages rely more on the shapes of parts than on their functions, while speakers of English rely more on the functions of parts than on their shapes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580611 Parts and Wholes in Mesoamerican Language and Cognition ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1044-3 277 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10620811 2018 As Provided JAN2020

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No Academic Libraries Research Libraries Library Automation Library Development Library Services Library Materials Information Management Database Management Systems Electronic Libraries Information Networks Carr, Patrick L. Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Higher Education This dissertation analyzes how North Carolina State University's (NCSU) James B. Hunt Jr. Library extends the ways in which the information architectures of academic research libraries can function as a technology, as discourse, and as rhetoric. The starting point for the analysis is the libraries of antiquity, which functioned technologically as a means through which rhetors extended their recollective powers from the memories in their individual minds to the aggregate contents of library collections. As libraries evolved over many centuries, this technological functionality was joined by another such functionality: the capacity to extend users' powers of invention by providing information architectures for reading, reflection, and browsing. Through their capacities to extend users' recollective and inventive powers, libraries have become recognized as symbols of knowledge, and this discursive power has been leveraged by libraries and their controlling organizations for the purposes of rhetoric; in other words, the symbolic import of libraries has been drawn on by rhetors as an available means of persuasion. In the current information ecosystem of networked computing, the relevance of libraries in providing these functionalities is being thrown into question, and, as a result, libraries are staking out new roles and meanings. In this context, NCSU's Hunt Library constitutes a bold re-envisionment of libraries' traditional functionalities. Opened in 2013 and situated on NCSU's Centennial Campus, this library has an information architecture designed around technology-infused collaboration. Although a large collection of print materials is still present in the library, most of these materials are warehoused in a high-density shelving facilitate that is only accessible through an automated retrieval system. The dissertation's analysis of this information architecture shows that the Hunt Library reimagines the traditional functionalities of libraries as a technology, discourse, and rhetoric while opening significant new horizons for the operations and meanings of libraries. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579340 Extending the Technological, Discursive, and Rhetorical Horizons of Academic Research Libraries' Information Architectures: An Analysis of North Carolina State University's James B. Hunt Jr. Library ProQuest LLC Ph.D. Dissertation, East Carolina University 2017-00-00 978-0-3552-0004-1 175 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:10646702 2018 As Provided JAN2020

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No English (Second Language) Language Attitudes Nonmajors Qualitative Research Self Efficacy Personal Autonomy Mixed Methods Research Technology Uses in Education Predictor Variables College Second Language Programs Language Acquisition Student Attitudes Foreign Countries Ngo, Hong T. P. Dissertations/Theses - Doctoral Dissertations Vietnam EISSN- English Higher Education Given breakthroughs in information and communication technologies (ICTs), language learners are increasingly presented with opportunities to advance their proficiency in a target language (herein English as a foreign language or EFL). The attitudes of learners toward the use of ICTs (ICT attitudes) can be predictive of their adoption of ICTs for EFL learning. There has been little research into the ICT attitudes of Vietnamese EFL learners, particularly those who learn English, but are not English majors. A number of qualitative studies have identified some initial links between the use of a particular technological innovation and the growth of learner autonomy and self-efficacy in language learners; however, further empirical investigations into the impacts of learner autonomy and self-efficacy on ICT attitudes in EFL learning are needed. The present study set out to examine the attitudes of 970 Vietnamese EFL learners and investigate further the degree to which these attitudes can be explained by their self-efficacy and autonomy. A two-phased sequential explanatory mixed methods research design was used to address the proposed research aims. The findings show that (1) the majority of learners were positive about the use of ICTs in EFL learning although ICTs were scarcely incorporated into the English curriculum, (2) learners perceived information technology more favorably compared to communication and networking technology, and (3) learners' receptive English skills (listening and reading) tended to benefit more from the use of ICTs. General linear model procedures yielded the following results: (1) approximately 51% of the variance in ICT attitudes could be explained by self-efficacy and learner autonomy, and (2) the effects of two learner autonomy predictors (socially oriented motivation, and importance of within-group relationships) on ICT attitudes varied depending on gender and comfort levels using a computer and the Internet. These findings contribute to a better understanding of learners' ICT attitudes, and the relationships of ICT attitudes with self-efficacy and learner autonomy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579341 Information and Communication Technologies in Learning English as a Foreign Language (EFL): Attitudes of EFL Learners in Vietnam ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6500-2 146 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:10656619 2018 As Provided JAN2020

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No Multimedia Materials Electronic Learning Qualitative Research Historic Sites Design Preferences Computer Simulation Computer System Design Pretesting Usability Semi Structured Interviews Participant Satisfaction Guidelines Predictor Variables Adoption (Ideas) Technology Integration Case Studies Surveys Mallchok, Malia M. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this qualitative design case study was to determine the design elements that can lead to technology acceptance of a mobile multimedia tour at an informal historical site. Using rapid prototyping, a tour prototype was developed using a low-cost Website building platform. The tour was then tested with thirteen participants in two phases of testing. Methods of data collection included both surveys and interviews. The participants engaged in the study by taking the mobile multimedia tour at the historical site and completing a survey about their experience with the tour. Semi-structured interviews were conducted with eight of these participants. The tour was revised based on the findings from the initial data collection and the eight interview participants completed a survey on the revised tour. The Technology Acceptance Model (TAM) was used as a framework to examine factors that could affect acceptance of the mobile multimedia tour. The results of this study led to development of general design guidelines to enhance visitor engagement for mobile multimedia tours. Based on this study, to enhance adoption of mobile multimedia tours design should provide visitors with the ability to have fine control over their access to content, the type of content they want to access and the way they access the content. Opportunity for additional visual stimulation, by allowing images to be viewed in conjunction with the audio tour also increased participant satisfaction and intention to use the tour. This study has identified four variables for multimedia mobile tour design, control, stimulation, simplicity and reliability that can lead to adoption of the technology. It is hoped that these guidelines can be used to develop effective and engaging mobile multimedia tours for a variety of museum and leisure environments. The study has shown that it is possible to create an impactful multimedia tour experience at low-cost for leisure 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.] ED579342 History in Your Hand: Design Elements to Enhance Adoption of a Mobile Multimedia Historical Tour ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6489-0 136 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:10656607 2018 As Provided JAN2020

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No American Indian Languages Language Classification Language Research Form Classes (Languages) Contrastive Linguistics Syntax Phrase Structure Structural Analysis (Linguistics) Pragmatics Morphology (Languages) Heaton, Raina Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation presents the results of a typological study that investigated the global distribution of antipassive constructions, as well as the distribution of the relevant antipassiverelated features. The sample includes data from 445 languages, which represent 144 language families and isolates. This larger study is informed by an in-depth analysis of Kaqchikel antipassives, and how this influences our understanding of antipassives of Mayan languages. The goals of this study are (1) to provide a more comprehensive look at antipassives and antipassive-type structures than had previously been attempted; (2) to provide an updated account of antipassives in Mayan languages, based on primary data; (3) to discover which other typological factors relate to the existence of antipassives in a particular language (4) to discover the types and distribution of features in antipassive-type constructions cross-linguistically, and (5) to establish guidelines for the identification and description of antipassive-type constructions in a wide variety of languages. Among other discoveries, findings show that about 25% of the world's language have antipassive constructions. Antipassives tend to exist in languages with ergative-absolutive verb alignment, although there are also non-ergative languages which have antipassives. Additionally, while there is on some level a division between antipassives which serve primarily syntactic functions and those which serve primarily pragmatic functions, the more consistent distinction is between antipassives with allow the patient to be expressed in an oblique phrase and those which do not. There are also a small number of languages which can be said to have more than one antipassive. Mayan languages are known for having a rather large number of voice distinctions, including passives and antipassives. I identify five morphosyntactically distinct agent-preserving detransitivizing constructions in Kaqchikel, two of which I considered to be antipassives. I also look at several issues involving the markers for these constructions, the syntactic contexts in which they appear, and how they differ in terms of their function. The facts for Kaqchikel are also compared with what is known about other K'ichean and non-K'ichean 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.] ED579343 A Typology of Antipassives, with Special Reference to Mayan ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6472-2 625 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10656590 2018 As Provided JAN2020

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Yes Conferences (Gatherings) Educational Psychology Clinical Psychology Social Psychology Cognitive Psychology Experimental Psychology Psychotherapy Psychosis Foreign Countries Trauma Evidence Based Practice Mental Health Psychological Patterns Psychological Needs Emotional Response Job Placement Organizational Culture Leadership Styles Creativity Innovation Psychologists Vignettes Females Gender Issues Family Relationship College Students Measures (Individuals) Rating Scales Social Services Immigrants Satisfaction Parent Child Relationship Attachment Behavior Social Bias Negative Attitudes Self Concept Empowerment Professional Identity Career Choice Decision Making Peer Relationship Student Attitudes Political Attitudes Personality Traits Ideology Personality Measures World Views Posttraumatic Stress Disorder Refugees Museums Executive Function Cognitive Development Play Games Parenting Styles Safety Well Being Internet Child Rearing Practicum Supervision Preschool Teachers Hermeneutics Music Education Academic Achievement Emotional Intelligence Sense of Community Self Determination Student Role Personal Autonomy Self Efficacy Value Judgment Age Differences Problem Solving Short Term Memory Planning Attention Sleep Cognitive Processes Risk Athletics Abstract Reasoning Auditory Perception Mental Disorders Prenatal Influences Human Body Eating Disorders Exercise Gender Differences Patients Surgery Depression (Psychology) Psychometrics Pain Screening Tests Clinical Diagnosis Psychopathology Wellness Cognitive Restructuring Behavior Modification Anxiety Disorders Developmental Disabilities Marriage Adjustment (to Environment) Interpersonal Relationship Self Control Coping Altruism Conflict Resolution Natural Disasters Resilience (Psychology) Handheld Devices Interpersonal Communication Self Destructive Behavior Audiences Family Violence Prevention Counseling Psychology Workshops Correctional Institutions Institutionalized Persons Counselor Client Relationship Psychiatry Counselor Training Nutrition Information Sources Stress Variables Faculty Development Visualization Information Technology Drinking Smoking Communication Skills Friendship Behavior Standards Social Behavior Security (Psychology) Eating Habits Family Environment Work Environment Check Lists Child Behavior Prediction Death Anxiety Graphs Time Management Military Personnel Quality of Life Cancer Acquired Immunodeficiency Syndrome (AIDS) Pregnancy Sexual Identity Social Support Groups Sexual Abuse Severity (of Disability) Child Abuse Drug Use Diseases Dating (Social) Schizophrenia Symptoms (Individual Disorders) Etiology Autism Multicultural Education Gardening Positive Reinforcement Pracana, Clara, Ed. Wang, Michael, Ed. Collected Works - Proceedings United Kingdom France Portugal Luxembourg Russia European Union Canada South Africa Brazil Spain Malaysia Philippines Czech Republic Cyprus Slovenia Turkey Australia Italy Croatia Kazakhstan Japan Germany Hungary Lithuania Slovakia Poland United States Eating Disorder Inventory Beck Depression Inventory Dyadic Adjustment Scale Child Behavior Checklist EISSN- World Institute for Advanced Research and Science (WIARS) (Portugal) English Higher Education We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.] ED580800 International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016) Online Submission 2016-00-30 978-9-8999-3896-0 428 T 2018 1000 As Provided JAN2020

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Yes STEM Education Employment Potential Salaries Outcomes of Education Foreign Countries College Graduates Educational Attainment Labor Market Social Stratification Data Analysis Records (Forms) Employment Level Statistical Analysis Majors (Students) Zajac, Tomasz Jasinski, Mikolaj Bozykowski, Marek Reports - Research Poland University of California, Berkeley. Center for Studies in Higher Education English Higher Education Returns to education have received much attention from scholars as well as policy makers and the media. It is a well-established fact that educational attainment improves employability and wages and that university graduates better than their less educated counterparts. However, the educational expansion rises the importance of the horizontal dimension in explaining social stratification. The field of study has proved to be an important factor for graduates' labor market performance in many countries. This paper discusses the differences in the labor market outcomes in early careers of graduates of various disciplines in Poland where the topic has been hotly debated for many years but remained under researched. We use data from the second measurement of the recently established Polish National Graduate Tracking System (ELA). The system uses administrative data exported from the national register of students and graduates as well as monthly records on employment status and earnings fetched from the Social Insurance Institution registers. The data cover entire population of recent higher education graduates in Poland and enables tracking for twenty-one months after graduation. We focus particularly on the fields of Science, Technology, Engineering, and Mathematics which are presumed to lead to the best labor market positions. We demonstrate that, contrary to popular opinion, only some of the STEM disciplines give their graduates an edge on the labor market while the rest struggle to achieve results comparable with those of graduates of Humanities and Social Sciences. ED580801 Does It Pay to Be a STEM Graduate? Evidence from the Polish Graduate Tracking System. Research & Occasional Paper Series: CSHE.13.17 Center for Studies in Higher Education 2017-11-00 9 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 35 As Provided JAN2020

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Yes Public Colleges Institutional Mission Productivity Outreach Programs Resource Allocation School Statistics Classification Educational Change Educational Development Systems Analysis Instruction Research Comparative Analysis Watanabe, Satoshi P. Abe, Yasumi Reports - Research California New York University of California, Berkeley. Center for Studies in Higher Education English Higher Education Capitalizing on the findings in our preceding study of a purely theoretical model, this paper aims to empirically examine whether and to what extent public universities' institutional missions have transformed in recent years in the States of California and New York by quantifying a degree of functional diversification of universities. We focus on research funding and productivity, and public service activities, and have developed a Concentration Equality Index (CEI) to help in this analysis. We then apply the CEI over time to a selected group of public university-system campuses within the State University of New York (SUNY) system, the City University of New York (CUNY), and the California State University (CSU) and the University of California (UC) systems. Among our findings: a select group of CSU campuses which all have roles at teaching-intensive schools, have gained increasingly versatile roles with rapidly expanded spending capacity in research and public service. These focal shifts resulted in some CSU campuses transforming into "UC-like universities", that is, a trend toward an institution with multi-functional operations of equally weighted instruction, research, and public service. In contrast, several campuses of both SUNY and CUNY systems have come to place varied weights on chosen missions rather than evening out their roles in instruction, research, and public service. ED580802 Changing Missions among Public Universities in California and New York: Application of a Concentration Equality Index. Research & Occasional Paper Series: CSHE.14.2017 Center for Studies in Higher Education 2017-11-00 11 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 28 As Provided JAN2020

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Yes International Education Research Universities Global Approach Institutional Mission Foreign Students Study Abroad Undergraduate Students Cultural Awareness Student Surveys Measures (Individuals) Multiple Regression Analysis Correlation Student Attitudes Self Evaluation (Individuals) Educational Experience Shcheglova, Irina A. Thomson, Gregg E. Merrill, Martha C. Reports - Research University of California, Berkeley. Center for Studies in Higher Education English Higher Education American research universities have recently joined the march for internationalization and now are putting explicit efforts into finding ways to create an international focus. Within a short number of years, their missions have been transformed, incorporating elements of globalization. Universities now declare the importance of preparing students to live and work in a multicultural and global world. They document the increased numbers of international students and faculty on campus and their support for Study Abroad programs that provide first-hand international experience as well as curricular changes. However, there is little research regarding how effective universities have been in achieving their overall goal of internationalization, in particular any assessment of increased student global competency resulting from the undergraduate experience at a major research university. This study begins to fill that gap by investigating the contribution of each of a number of specific globally focused activities offered by these universities to the increased self-assessed global competency of undergraduates. The data are from the spring 2012 administration of the Student Experience in Research University (SERU) Survey that included responses from 33,784 undergraduate students from 15 major American research universities. The study develops a six-item measure of global competency and then uses a four-stage multiple regression model to examine how participation in each of nine globally oriented activities contribute to self-assessed increases in global competency since enrollment at the university. The results indicate the significant relationship of participation in globally oriented activities to increased sense of global competency with the pattern of relationships varying by year in school. For seniors, for example, interaction with students from outside the US in social settings makes the largest contribution to gains in global competence, followed by taking courses with an international focus and study abroad. ED580803 Fostering Global Competence through Internationalization at American Research Universities. SERU Consortium Research Paper. Research & Occasional Paper Series: CSHE.10.17 Center for Studies in Higher Education 2017-10-00 10 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 35 As Provided JAN2020

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Yes Social Networks Network Analysis Preservice Teachers Social Media Mass Media Use Mass Media Effects Incidence Questionnaires Handheld Devices Likert Scales Fear Sense of Community Social Psychology Gender Differences Age Differences Ownership Time Perspective Foreign Countries Statistical Analysis Gezgin, Deniz Mertkan Hamutoglu, Nazire Burcin Gemikonakli, Orhan Raman, Ilhan Journal Articles Reports - Research Turkey ISSN-2222-1735 English Higher Education As mobile computing and smartphones become an integrated part of our lives, the time individuals spend on social networks has significantly increased. Moreover, a link has been established between the uncontrolled use of social networks to the development of undesirable habits and behaviors including addictions. One such behavior, namely, fear of missing out (FOMO) is of particular interest and concern especially because of the widespread use of smartphones and computers, and thereby extensive use of social networks by the younger generation. This study establishes the relationships between FOMO and various social networks in an attempt to identify the problematic use of social media in Turkey and discover variables relevant to FOMO. The main objective of the study is to examine the prevalence of FOMO in preservice teachers. A total number of 363 preservice teachers on various academic courses were employed for the purpose of this study. The design was a survey which utilized a standardized questionnaire on FOMO together with a demographic questionnaire to explore the impact of the usage of smartphones and social networks by preservice teachers. The data were analyzed using descriptive statistics, independent samples t-tests, and analysis of variance (ANOVA). The overall findings of the study showed that the spread of FOMO amongst preservice teachers is at intermediate level. Significant differences were also found between groups based on gender, age, and usage of social networks. Furthermore, data from males were indicative of higher FOMO levels than female preservice teaches and again, under 21s were found to have higher levels of FOMO compared to the other age groups. A significant relationship was reported between being online on social networks throughout the day and active use of social media over seven hours, and FOMO. Furthermore, preservice teachers using Twitter, Instagram, Swarm, or Snapchat have increased levels of FOMO. Implications are discussed within current models. ED579882 Social Networks Users: Fear of Missing out in Preservice Teachers Online Submission Journal of Education and Practice v8 n17 p156-168 2017 2017-00-00 13 T 2018 38 As Provided JAN2020

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Yes Gender Differences Behavior Problems Teacher Student Relationship Socialization Child Behavior Grade 1 Behavior Rating Scales Interpersonal Relationship Interpersonal Competence Social Cognition Student Adjustment Likert Scales Koca, Fatih Journal Articles Reports - Research Indiana Social Skills Rating System ISSN-2458-9489 English Grade 1 The goal of the study was to examine and provide exploratory findings regarding the effects of child gender, gender socialization perspective, and child behavioral problems (i.e., internalizing and externalizing) on the quality of teacher-child relationship. Gender socialization perspective posits that girls tend to be more develop relationships characterized by emotional and physical closeness, whereas boys tend to be more focused on establishing conflictual or aggressive and have more extensive, activity-based relationships with other boys. The study was conducted using data from one first grade classroom teacher and fifteen first grade students in Edgelea Elementary School in Lafayette School District. The teacher was asked to complete the Student-Teacher Relationship Scale and the Social Skills Rating System-Behavioral Problems subscale. The study has revealed that girls had a closer and less conflictual relationship with their teacher as compared to boys and there was a strong negative correlation between the quality of teacher-child interaction and child's behavioral problems. Furthermore, the results of this study have partially supported the gender-socialization perspective. ED579883 An Examination of the Effects of Children's Gender and Behavioral Problems on the Quality of Teacher-Children Relationships Online Submission Journal of Human Sciences v13 n3 p4808-4817 2016 2016-00-00 10 T 2018 30 As Provided JAN2020

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No Case Studies Best Practices Program Implementation Technology Integration Rural Schools Secondary Education Qualitative Research Interviews Focus Groups Administrator Attitudes Professional Development Technological Literacy Educational Benefits Ackley, Stacy Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Secondary Education The purpose of this case study was to describe the experiences of rural school district leaders who implemented and have sustained a one-to-one technology program at the secondary level so to provide school districts considering one-to-one implementation knowledge of best practices. This study was a qualitative, bounded case study that used a systematic, straightforward technique to apply concepts to specific concepts to the inquiry process. The collection of data was primarily face-to-face interviews and focus group interviews. The case study explored real life experiences of staff members in three rural schools in Texas to identify the best practices when considering implementing a one-to-one technology program. Findings include the following: a) district leaders were motivated to initiate a one-to-one technology program due to their belief that students need technology in their hands every day, b) rural school district technology directors are vital to the successful implementation of a one-to-one program, c) professional development is key, d) learning digital citizenship is one of the main benefits of going one-to-one, e) Parent buy-in and a balance between technology driven and traditional teaching strategies were challenges faced by district leaders. A suggested conclusion is that a rural school district must have a technology director with a diverse set of skills that includes but not limited to, infrastructure design, management of software, device management, and technology 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.] ED580612 A Case Study of Best Practices of Implementing a One-to-One Technology Program ProQuest LLC Ed.D. Dissertation, Lamar University - Beaumont 2017-00-00 978-0-3553-0102-1 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:10619788 2018 As Provided JAN2020

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No Information Retrieval Research Tools Educational Resources Computer Uses in Education Computer Interfaces Models Evaluation Methods Search Strategies Computer Science Education Yang, Peilin Dissertations/Theses - Doctoral Dissertations EISSN- English Information Retrieval (IR) is one of the most evolving research fields and has drawn extensive attention in recent years. Because of its empirical nature, the advance of the IR field is closely related to the development of various toolkits. While the traditional IR toolkit mainly provides a platform to evaluate the effectiveness of retrieval models, there are many emerging challenges that needs to be addressed using non-existing toolkits, e.g. teaching and research tools that scales at real world application, unified reproducibility evaluation system and also new applications such as contextual suggestion. In this thesis, we build various task-orientated IR toolkits in order to better address the new challenges. First, the education oriented Virtual IR Lab (VIRLab) and Lucene-based Anserini is introduced in order to provide easy access to IR toolkits for both students and researchers. These toolkits can greatly reduce the instructor's work for teaching the IR courses especially the teaching of ranking models. VIRLab provides a web-based interface which enables the students to implement ranking models with just a few lines of API calls. It also includes many facilities such as automatic evaluation, search engine creation and the leader board for ranking models. Anserini is a command line interface (CLI) based toolkit built on top of Lucene. The advantage of Anserini lies in its capability of dealing with web-scale datasets and the utilities (e.g. multi-threaded indexing and streamlined TREC evaluation) that are essential to IR researchers. Next, we propose a privacy preserving evaluation (PPE) framework in order to provide a general solution for the reproducibility study. In the framework, users would have different permission levels of accessing to the data--from choosing the ranking models from a list to leverage APIs to directly manipulate the index. We build a second level PPE system for a commercial dataset where users can leverage APIs to implement their ranking models and the performance is automatically returned. We then introduce another instantiation of PPE framework--the Reproducible IR system evaluation (RISE)--in order to provide a unified evaluation system for the reproducibility study of IR ranking models. By using RISE, it is trivial to implement the ranking models and compare its performance with all existing models. We believe this could greatly reduce the redundant work of IR researchers on the unnecessary re-implementation of other ranking models. More importantly, the unified result RISE generates is the key to validate the utility of the proposed models. Furthermore, we provide tools for analyzing the performance of existing ranking models for keyword queries. The best performing ranking functions such as BM25 and Dirichlet language model have been proposed for many years. Although there are some recently proposed ranking functions, their performances cannot easily surpass the old ones. Thus, it is interesting to investigate the reason behind this and also explore the performance upper bound if there is any. In this thesis, we first apply the gain/cost analysis in order to estimate the practical performance upper bound of single-term queries. We then identify the best subqueries for multiple-terms keyword queries by introducing several post-retrieval term relationship features. We argue that because the original queries do not follow the intuitions of the newly proposed the features, they do not achieve the better performances. Last, we design an integrated contextual suggestion toolkit for contextual suggestion. The novelty of contextual suggestion mainly lies in its "zero query" property, meaning user does not need to submit query in order to get desired recommendations. Our toolkit consists of two components: a mobile application that can automatically detect the user's "context" (e.g. location and datetime); and the other component is essentially a recommendation system that can proactively suggests interesting venues based on user's current context and user's preference history. For the recommendation part, we investigate category-based and opinion-based user profile modeling approaches. Both methods work well on TREC and Yelp collections. Detailed analysis shows the advantage of opinion-based user profile modeling as it potentially answers "why does the user like a place". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580613 Task Oriented Tools for Information Retrieval ProQuest LLC Ph.D. Dissertation, University of Delaware 2017-00-00 978-0-3554-6559-4 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10599884 2018 As Provided JAN2020

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Yes Females STEM Education Success Disproportionate Representation Occupations Equal Opportunities (Jobs) Gender Bias Self Concept Sex Stereotypes Social Justice College Environment Curriculum Academic Persistence Majors (Students) Bachelors Degrees Racial Differences Ethnicity Gender Differences Women Faculty Probability Careers Occupational Aspiration College Graduates Job Satisfaction Salaries Associate Degrees Masters Degrees Doctoral Degrees Engineering Education Computer Science Education Corbett, Christianne Hill, Catherine Reports - Research Numerical/Quantitative Data California American Association of University Women English Higher Education During the 2014 White House Science Fair, President Barack Obama used a sports metaphor to explain why we must address the shortage of women in science, technology, engineering, and mathematics (STEM), particularly in the engineering and computing fields: "Half our team, we're not even putting on the field. We've got to change those numbers." While significant progress has been made in fields such as biology and chemistry; yet in engineering and computing, women remain a distinct minority. "Solving the Equation: The Variables for Women's Success in Engineering and Computing" focuses on the underrepresentation of women in engineering and computing and provides practical ideas for educators and employers seeking to foster gender diversity. From new ways of conceptualizing the fields for beginning students to good management practices, the report recommends large and small actions that can add up to real change. [For the main report:"Solving the Equation: The Variables for Women's Success in Engineering and Computing," see ED580805.] ED580804 Solving the Equation: The Variables for Women's Success in Engineering and Computing. Executive Summary American Association of University Women 2015-03-00 National Science Foundation (NSF) AT&T Mooneen Lecce Giving Circle 20 American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036. Tel: 800-326-2289; Tel: 202-728-7602; Fax: 202-463-7169; e-mail: foundation@aauw.org; Web site: http://www.aauw.org N/A 2018 0 ERIC JAN2020 1420214

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Yes Females STEM Education Success Disproportionate Representation Occupations Equal Opportunities (Jobs) Gender Bias Self Concept Sex Stereotypes Social Justice College Environment Curriculum Academic Persistence Majors (Students) Bachelors Degrees Racial Differences Ethnicity Gender Differences Women Faculty Probability Careers Occupational Aspiration College Graduates Job Satisfaction Salaries Associate Degrees Masters Degrees Doctoral Degrees Engineering Education Computer Science Education Corbett, Christianne Hill, Catherine Reports - Research Numerical/Quantitative Data California American Association of University Women English Higher Education During the 2014 White House Science Fair, President Barack Obama used a sports metaphor to explain why we must address the shortage of women in science, technology, engineering, and mathematics (STEM), particularly in the engineering and computing fields: "Half our team, we're not even putting on the field. We've got to change those numbers." While significant progress has been made in fields such as biology and chemistry; yet in engineering and computing, women remain a distinct minority. "Solving the Equation: The Variables for Women's Success in Engineering and Computing" focuses on the underrepresentation of women in engineering and computing and provides practical ideas for educators and employers seeking to foster gender diversity. From new ways of conceptualizing the fields for beginning students to good management practices, the report recommends large and small actions that can add up to real change. [For the Executive Summary: "Solving the Equation: The Variables for Women's Success in Engineering and Computing. Executive Summary," see ED580804.] ED580805 Solving the Equation: The Variables for Women's Success in Engineering and Computing American Association of University Women 2015-03-00 National Science Foundation (NSF) AT&T Mooneen Lecce Giving Circle 978-1-879922-45-7 159 American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036. Tel: 800-326-2289; Tel: 202-728-7602; Fax: 202-463-7169; e-mail: foundation@aauw.org; Web site: http://www.aauw.org N/A 2018 386 ERIC JAN2020 1420214

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Yes College Planning College Administration Educational Development Educational Practices Cost Effectiveness Decision Making Budgeting Governance Strategic Planning Pelfrey, Patricia A. Reports - Descriptive California University of California, Berkeley. Center for Studies in Higher Education English Higher Education A 1966 University of California academic plan estimated that future enrollments would soar to well over 200,000 before leveling off, and that by 1975 student demand would require two more UC campuses in addition to the ones opened a few years earlier at Santa Cruz, Irvine, and San Diego. The 1970 US census brought these stratospheric assumptions down to earth. Its projections of declining numbers of college-age students into the next decade and beyond, combined with the shock of unfavorable academic market and budgetary trends, became the starting point for an ambitious new UC planning endeavor. The intent was to improve long-range decision-making on the size, quality, and academic balance of the University. The strategy was to ensure that planning led budgeting; that campus academic plans were systematically reviewed at the university-wide and Regental level; and that fiscal realities disciplined planning at all levels. Two UC presidents led this experiment in multi-campus system planning. Charles J. Hitch (1968-1975) had revolutionized planning and budgeting at Robert S. McNamara's Department of Defense before coming to UC. David S. Saxon (1975-1983) brought a deep knowledge of the University and its culture gained through long experience as a faculty and administrative leader at UCLA. Despite differences in background, perspective, and approach, both shared the same goal: to create a truly university-wide plan that harmonized campus ambitions with the broader aims of the University as a whole and with the coming constraints on growth. This paper considers the context, assumptions, and forces that shaped, and then reshaped, the planning directions UC chose at the end of the golden age of the 1960s. A bibliography is included. ED580806 From the Golden Age to the Age of Austerity: Planning at the University of California, 1968-1983. Research & Occasional Paper Series: CSHE.8.17 Center for Studies in Higher Education 2017-07-00 16 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 0 As Provided JAN2020

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Yes Norm Referenced Tests Admission Criteria College Admission Race College Entrance Examinations Program Termination Socioeconomic Background Scores Racial Segregation Educational History State Legislation Predictive Validity National Standards Educational Opportunities College Administration Educational Policy Geiser, Saul Reports - Research California ACT Assessment SAT (College Admission Test) University of California, Berkeley. Center for Studies in Higher Education English Higher Education Of all college admission criteria, scores on nationally normed tests like the SAT and ACT are most affected by the socioeconomic background of the student. The effect of socioeconomic background on test scores has grown substantially at University of California over the past two decades, and tests have become more of a barrier to admission of disadvantaged students. In 1994, socioeconomic background factors--family income, parents' education, and race/ethnicity--accounted for 25 percent of the variation in test scores among California high school graduates who applied to UC. By 2011, they accounted for 35 percent. More than a third of the variation in SAT/ACT scores is attributable to differences in socioeconomic circumstance. Meanwhile, the predictive value of the tests has declined with the advent of holistic review in UC admissions. Holistic review has expanded the amount and quality of other applicant information, besides test scores, that UC considers in admissions decisions. After taking that information into account, SAT/ACT scores have become largely redundant and uniquely predict less than 2 percent of the variance in student performance at UC. The paper traces the implications of these trends for admissions policy. UC has compensated for the adverse impact of test scores on low income and first-generation college applicants by giving admissions preferences for those students, other qualifications being equal. Proposition 209 prevents UC from doing the same for Latino, African American, and Native American applicants. California is one of eight states to bar consideration of race and ethnicity as a factor in public university admissions. Yet UC data show that race has an independent and growing effect on test scores, after controlling for other socioeconomic factors. The growing correlation between race and test scores over the past 25 years reflects the growing segregation of Latino and black students in California's poorest, lowest-performing schools. Statistically, race has become as important as either family income or parents' education in accounting for test-score differences among UC applicants. Using the SAT and ACT under the constraints of Proposition 209 means accepting adverse impacts on underrepresented minority applicants beyond what can be justified by the limited predictive value of the tests. If UC cannot legally consider race as a socioeconomic disadvantage in admissions, neither should it consider scores on nationally normed tests. Race-blind implies test-blind admissions. The paper concludes with a discussion of options for replacing or eliminating the SAT and ACT in UC admissions. ED580807 Norm-Referenced Tests and Race-Blind Admissions: The Case for Eliminating the SAT and ACT at the University of California. Research & Occasional Paper Series: CSHE.15.17 Center for Studies in Higher Education 2017-12-00 19 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 47 As Provided JAN2020

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No Undergraduate Students Student Personnel Services Academic Achievement Academic Persistence Private Colleges Mixed Methods Research Comparative Analysis Correlation Case Studies Questionnaires Interviews Academic Advising Hemyari, Caroline K. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Sophomore collegiate student persistence is an often-overlooked problem for universities and a relatively nascent area of educational research. In order to address this issue and contribute to the body of research on this topic, the present study was conducted to determine the impact of supplemental advisory services on sophomore student persistence at a private, four-year university in the southeastern United States. The researchers were also interested in identifying student perceptions of the program's impact on their university experiences. To accomplish the study purpose, the researchers employed a mixed-methods research design including a causal-comparative research component, correlational research component, and qualitative case study component within a theoretical framework anchored by Tinto (1993) and Astin (1975, 1984/1999). Archival participants (n = 7,002) included all sophomore students (defined as students having earned between 30 and 63 credit hours and enrolled in the third or fourth semester of college) having accessed supplemental advisory services since the program's inception in 2015. Questionnaire participants (n = 21) included current sophomore students having utilized the program's services either directly or indirectly and interview participants (n = 10) included current sophomore students having utilized the program's services directly or indirectly. Questionnaire and interview samples were determined using a combination of purposive convenience sampling, self-identification, and snowball sampling. The researchers found the supplemental advisory programming office's impact on students to be moderate across several subgroups and that student perceptions of the office were more positive if those students had been subject to adverse life experiences during their collegiate journey, though many believed the office could do a better job of communicating its outreach and purpose to the student 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.] ED580088 The Effect of Support Services on Sophomore University Students' Academic Success ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3553-7742-2 198 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:10636830 2018 As Provided JAN2020

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No Qualitative Research Student Experience Foreign Students Transitional Programs International Schools Cultural Influences Barriers Best Practices Foreign Countries Surveys Interviews Interpersonal Relationship Emotional Development Consciousness Raising Faculty Development Administrator Role Teacher Role Simpson, Danielle S. Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation encapsulates a qualitative study that explores the identification and educational experiences of Third Culture Kids living abroad. A Third Culture Kid (TCK) is an individual who has spent a significant part of their developmental years outside of their parents' culture and country of nationality. This study specifically examines the scope to which transitional programs are offered to TCKs at international schools. TCKs experience numerous challenges when arriving and departing from a temporary home, school, and country. Previous research on the TCK sub-culture has been inadequate in addressing transitional programs that effectively could minimize the challenges TCKs experience during their stages of transition. This dissertation offers current best practices used by international educators. Participants included four global educators from international schools across four continents. Through the data analysis of surveys and interviews conducted four identified themes emerged: Awareness, Education, Relationship Building, and Emotional Sensitivity. The findings suggest the significance of implementing orientation and departure programs for TCKs, and continuous professional development for all educators. The results of this study were used to develop recommendations for international administrators and 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.] ED580089 Third Culture Kid Identification and Transitional Programs, Best Practices for School Administrators and Educators ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-0042-7 114 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:10635143 2018 As Provided JAN2020

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No Individualized Instruction Multiple Intelligences Middle School Students Mathematics Instruction Grade 8 Educational Indicators Federal Programs African American Students Hispanic American Students Scores Academic Achievement Qualitative Research Case Studies Pretests Posttests Jones, Marcella Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Eighth grade students at a middle school in a southern state were required a mathematics pass rate of 67.6% to meet annual yearly progress (AYP). Black and Hispanic students performed below the required pass rate on state assessments; thus, the school did not make AYP from 2007-2010. In an attempt to address low test scores in mathematics, the principal assigned 1 teacher to implement multiple intelligences (MI) instructional strategies, while the other teachers (n = 3) would use traditional strategies. The purpose of this qualitative bounded, descriptive case study was to identify students' MI preferences through an MI inventory, to observe which MI strategies students used to solve problems, and to compare unit pre- and posttest scores of students who received MI strategies instruction with students who received a traditional approach. Gardner's MI theory served as the framework. Students' chosen MI included logical-mathematical, visual, and bodily kinesthetic as evidenced by students' tallied MI preferences and lesson observations. Classroom observations were analyzed with thematic analysis using open coding. Observation data revealed that students used MI techniques that aligned with their preferred intelligences to solve mathematics problems. According to unit test scores, Black and Hispanic students in the MI classes scored higher on the unit test than Black and Hispanic students in the more traditional classrooms. Based on the findings of this study, a mathematics professional development project was designed to help teachers improve instruction. These endeavors may contribute to positive social change for Black and Hispanic students when teachers design mathematics lessons using students' preferred MI to improve 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.] ED580090 Differentiating Instruction through Multiple Intelligences in a Middle School Mathematics Classroom ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-5372-3 124 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:10636870 2018 As Provided JAN2020

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No Administrator Role Partnerships in Education Principals School Community Relationship School Business Relationship Administrator Attitudes Mixed Methods Research Online Surveys Urban Schools Orsini, Jackeline Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Educating and nurturing the next generation is a collective responsibility. When schools, families, community members, private organizations, public agencies, and civic entities work together, learners tend to be more successful and everyone benefits. As a response to new stakeholders' demands, a more rigorous and updated curriculum, school-community involvement policies since the No Child Left Behind Act of 2001 (2002), STEM skills expectations among all learners, technology trends, public school budget constraints, and a more data driven school system, school partnership programs have increased across the United States. Through partnerships in the education field, schools get the opportunity to experience a variety of benefits, such as volunteers, financial resources, mentors, guest speakers, school materials, scholarships, field trips, equipment, incentives, staff development, technology, building updates, and resources to enhance students' learning opportunities. School principals are crucial in nurturing school-community collaborative efforts, especially school-business partnerships, which have increased drastically in recent years. Despite the benefits linked to school partnerships, there are still school principals who have limited knowledge about their role in building partnership programs for their schools. Therefore, the purpose of the current study was to explore the principal's role, perceptions, and common practices in developing school partnerships, with a special emphasis in partnerships where businesses are involved. A mixed methods research design was employed to examine descriptive data gathered through an online survey that was distributed to all school principals from a large urban school district of North Texas. The research instrument used in the current research was a modification of a survey developed by DeHavilland Associates (2007). Data collected confirmed that most of the schools are currently engaged in some type of school partnership. The survey also revealed current school principals' practices in developing school partnerships, the perspective about some of the most common partners in the education field, and a top list of factors that may either help or limit the success of partnerships at all school site 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.] ED580091 School Partnerships: Roles, Perspectives, and Common Practices of School Principals ProQuest LLC Ed.D. Dissertation, Dallas Baptist University 2016-00-00 978-0-3553-7561-9 178 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:10636891 2018 As Provided JAN2020

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No Beginning Teacher Induction Beginning Teachers Mentors Action Research Private Colleges College Faculty Focus Groups Feedback (Response) Stakeholders Surveys Interviews Barriers School Culture Teacher Orientation Williams-Smith, Rachel E. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Onboarding is a procedure an organization implements to help new employees adjust to their new roles and environment. This action research project sought to answer the question of how the new faculty onboarding process at a small, private, Midwestern university could be improved. Following a review of the literature, a researcher-generated plan on how to improve the process was presented to a group of stakeholder participants--composed of human resources personnel, administrators, administrative assistants, department chairs, and staff--in a focus group session for the purpose of improving it. Feedback was collected and the plan revised. New faculty participants were then invited to evaluate the focus group plan. Nineteen participated in providing feedback, 9 through survey responses and 10 through one-on-one interviews. Results indicated that the plan represented a considerable improvement to the onboarding process but could have gone further in addressing challenges arising from unique factors associated with the university's culture. The primary practical implication of the research is that the university's existing onboarding program should be expanded into a full-fledged, comprehensive process that begins before the orientation program and continues throughout the new faculty members' first year. It should include faculty mentoring, searchable web-portal access to important information, specialized training opportunities, job performance feedback, and periodic follow-up sessions to determine adjustment to this unique environment. It should also include open, invited dialogue regarding the university's unique culture and possible challenges that new faculty may experience with adjustment to it. The primary conclusion is that making these recommended improvements will move the program from being basically good, but insufficient, to being great, meeting a full range of incoming new faculty 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.] ED580092 From Good to Great: An Action Research Study to Improve the New Faculty Onboarding Experience ProQuest LLC D.Ed. Dissertation, Capella University 2017-00-00 978-0-3553-5448-5 108 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:10635564 2018 As Provided JAN2020

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No Asians Learner Engagement Foreign Students Interviews Enrollment Trends Liberal Arts Misconceptions Cultural Differences Academic Achievement Student Behavior College Faculty Teacher Attitudes Student Attitudes Administrator Attitudes Goal Orientation Student Motivation Social Networks Friendship Educational Experience Socioeconomic Background School Policy School Culture Cultural Awareness Undergraduate Students Chen, Yajing Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This dissertation investigates Chinese undergraduate student engagement at U.S. universities. Over the past decade, the number of Chinese students studying in the United States has increased dramatically, but scholars have yet to concentrate on these student experiences or on the dynamics of their interaction with host institutions. Dominant media and institutional narratives often understand these students within a "problem" framework and as presenting a challenge to liberal arts values. The resulting discourse is far too simplistic. In this dissertation, what I deem misperceptions and misunderstandings arise from gaps that exist between American (mis)understandings of Chinese student academic behaviors and Chinese student (mis)understandings of American higher education expectations; between the institutional perception of Chinese student engagement and the reality of Chinese student engagement; and between Chinese international student spaces and American student spaces on campus. Based on field research that includes participatory observation and interviews with students, teachers, and university administrators, this dissertation addresses four sets of questions revolving around student goals and motivations, academic engagement, friendship networks, and student enclave formation and how we might gain a more complex picture of Chinese student experience. Findings indicate how Chinese student engagement behaviors are conditioned by multiple factors such as socio-economic background, language confidence, institutional policies, and subtle discrimination. Moreover, these students are not passive consumers of U.S. education, but active collaborators in the creation of campus cultures. Chinese students are not dis-engaged; rather, their specific forms of engagement--including within the ethnic enclave and on Chinese-based social media--are often invisible to host institutions. In order to achieve the goal of international student success and global learning, a first step for institutions is to become familiar with the expectations and lives of all students on their campuses, trying to bridge gaps between the institution and the individual. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580093 The Complexities of Engagement: Chinese Undergraduate Students Encountering U.S. Higher Education ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3553-6239-8 182 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:10635591 2018 As Provided JAN2020

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No Language Arts Reading Motivation Grade 12 Adolescents Case Studies Teacher Attitudes Qualitative Research Recreational Reading Grade 9 Grade 10 Grade 11 Reading Attitudes Expectation English Teachers Shepard, Courtney A. Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 12 Adolescents' motivation to read continues to decline. The purpose of this embedded single case study was to explore adolescent reading motivation to determine some ways in which adolescents are motivated to read. Through purposeful sampling, the participants included seven twelfth grade students and three English Language Arts teachers in grades nine through eleven. The research site was a small technology-rich, rural, public high school in the northeastern United States. Using the framework of modern expectancy-value theory (Eccles & Wigfield, 2002), the focus of this study was to explore and examine adolescent students' motivation to read through an analysis of both students' self-perceptions of reading motivation and reading attitude, and teachers' perceptions of students' reading motivation and attitudes as observed in class. A linear logic model guided the qualitative data analysis process through three phases of data analysis, including coding and thematic development. Findings included that: (1) students held high expectancy-beliefs with lower task-values for reading, (2) students enjoyed digital recreational reading best, while academic digital and recreational print domains were enjoyed less, and academic print was scored least enjoyable, (3) teachers motivate students by observing and adapting to students' levels of reading motivation, (4) students did not perceive reading as useful outside of school now or in the future, and (5) teachers developed successful strategies to address reading motivation and attitudes. Recommendations for increasing reading motivation were developed for the research site. Areas for future study include analysis of adolescents': level and basis for motivation, attitudes toward printed versus digital text in the classroom, and perceptions of English Language Arts skills in the workforce and 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.] ED580094 The Impact of Past Language Arts Teachers on the Reading Motivation of Twelfth Grade Students ProQuest LLC Ed.D. Dissertation, Northeastern University 2017-00-00 978-0-3554-1202-4 315 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10636901 2018 As Provided JAN2020

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No Boarding Schools American Indian Students Critical Theory Discourse Analysis College Students Educational Policy Educational Practices Student Experience Ideology Citizenship Commercialization Equal Education Ethnicity Pyawasay, Sasanehsaeh M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Historically, Native communities have experienced one of the most significant and long-standing inequalities in the U.S. education system. Native scholars have attributed this disparity in educational opportunity and achievement as a lack of general understanding and invisibility of the Native populations in higher education. In this study, Critical Indigeneity and Critical Discourse Analysis were employed to identify the ways in which a higher education institution operated as a modern day boarding school. A focus was centered on the ways in which institutional policies and practices construct notions that define "doing school" and what it means to be a "student" as an approach to uncovering the guiding ideologies that maintain, sustain and reproduce the Western colonial context. Findings suggested that in order to successfully "do school" at the University, students must comply with the Student Experience Outcomes, which are steeped in market driven ideologies and aligned with an American citizenship. Just as notions of nationhood and capitalism shaped assimilation in the boarding school era, similar ideological notions of the marketplace and citizenship permeate how to "do school" today. For Native students, this means an alignment to an American identity at the demise of their tribal community. Findings in this study provide significant insight for non-Native academics and higher education practitioners. To have a better understanding of how universities may operate as modern-day boarding schools helps to better understand institutionalized whiteness and can help mitigate educational inequalities--in particular those attributed to the Native 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.] ED580095 Modern Day Boarding Schools ProQuest LLC Ph.D. Dissertation, University of Minnesota 2017-00-00 978-0-3554-1632-9 159 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:10637005 2018 As Provided JAN2020

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No Mixed Methods Research Speech Language Pathology Graduate Students Student Attitudes Semi Structured Interviews Supervisor Supervisee Relationship Self Efficacy Allied Health Occupations Education Practicum Supervision Clinical Teaching (Health Professions) Supervisors College Faculty Medical Students Plotts, Kimberly P. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Upon graduating college, many students seek employment within the degree area in which they obtained. Employers are seeking skills in individuals that encompass interpersonal, technical, analytical, personal, and professional abilities. As with many careers, the allied health field requires content specific knowledge and specialized skills, which indicate sufficient work readiness. The allied health field of speech-language pathology is touted as one of the fastest growing professions in this decade and is in demand. To become a speech-language pathologist, one must complete a master's program and supervised clinical practicums. Despite participating in a master's program with quality curricula, having supervision by a certified speech-language pathologist, and experiencing clinical practicums, some speech-language pathology graduate students have expressed concern with their preparation for the workforce. There is a lack of research on the impact of supervision on speech-language pathology graduate students feeling prepared to render services after completion of several practicums, how practical experiences assist students in meeting ASHA's standards, and the impact of self-efficacy on speech-language pathology graduate students. Therefore, the purpose of this mixed methods study was to explore the perceptions of second-year graduate speech-language pathology students on their preparedness for the speech-language pathology workforce through clinical supervision and practicums, examine the impact that clinical supervision, practicum experiences, and self-efficacy had on preparation for the workforce, and explore the perceptions of supervisors on equipping graduate students for the speech-language pathology field. Data were gathered through semi-structured interviews, a graphic elicitation, and utilization of the New General Self-Efficacy Scale (Chen, Gully, & Eden, 2001). Results of the study indicated that supervision, clinical practicums, academic preparation, reflection, and confidence impacted the development of a novice to independent speech-language pathology graduate student clinician. Participants noted that supervisors who were supportive, communicative, and understanding were vital for the supervision process. Graduate speech-language pathology students and supervisors alike reported that clinical practicums gave a means for graduate students to directly provide treatment, conduct evaluations with a variety of clients, gain confidence, and become independent as a graduate student clinician. It was discussed that reflection in- and on-practice was important and should be frequent as it helped graduate students adjust their therapy sessions and gave them knowledge on what skills of theirs needed improvement. University program directors and the American Speech-Language-Hearing Association (ASHA) may want to consider reviewing their academic coursework content and requirements and supervision and clinical practicum policies. Recommendations for future research included study on instruction of soft skills and global worldview in graduate level courses, collaboration and time management benefits during clinical practicums, simulated therapy as preparatory exposure to therapeutic services experienced in clinical practicums, and two graduate speech-language pathology students being supervised by one field supervisor in a 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.] ED580096 An Inquiry into the Development of Future Speech-Language Pathologists: A Mixed Methods Study ProQuest LLC Ed.D. Dissertation, Rowan University 2017-00-00 978-0-3553-6145-2 215 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637042 2018 As Provided JAN2020

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No Beginning Teachers Teacher Attitudes Beliefs Attitude Change Experience Urban Schools Emotional Response Conflict Teacher Collaboration Equal Education Influences French, Kate Rollert Dissertations/Theses - Doctoral Dissertations EISSN- English The beliefs of teachers can not only influence practice, but can also influence the more informal decisions teachers make on a daily bases--including how they treat and interact with students in their classrooms and the greater school community. Brand new teachers commonly begin their first year of teaching with idealistic and hopeful perspectives. During this time, they can hold beliefs that stem from their own upbringing, teacher training programs, or other possible sources. However, unlike teachers with more experience, new teachers are particularly vulnerable to changing their beliefs--including how they perceive students and their abilities--during their first year as teacher of record. New teachers are also more likely to undergo significant emotional turbulence as they navigate the challenging terrain of teaching in an urban school. During this time they will often turn to more experienced teachers for advice and insight. This study examined the experiences of five brand new teachers as they progressed through their first year of teaching in an urban school. Findings suggest that new teachers are more likely to change their beliefs when they undergo various stages of emotional conflict and will turn to more experienced colleagues at their school to gain a more accurate and deeper understanding of both the school community and effective teaching practices to use in this community. This can contribute to belief change. Teachers were more likely to change their beliefs during the middle of the school year--specifically during the survival and disillusionment phases of the Moir (1990) First Year Phases of Teaching model. Of the five teachers who participated in this study, one teacher experienced a more positive and empowering belief change, three teachers experienced more discouraging changes, and one teacher did not experience any significant changes in her beliefs. Implications for social equality--and inequality--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.] ED580097 First-Year Experiences of Novice Urban Educators: A Case Study of Belief Formation, Change, and Factors of Influence ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3553-5401-0 193 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:10635620 2018 As Provided JAN2020

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No Leadership Qualities Academic Achievement Scores Statistical Analysis Case Studies Principals Administrator Attitudes Interviews Hunter, Robin C. Dissertations/Theses - Doctoral Dissertations Florida EISSN- English The purpose of this quantitative, single case study was to examine principal perceptions of their own leadership traits which may impact student achievement. Principals in one Florida district were invited to participate in an open ended interview, providing their own perceptions of their personal leadership behaviors. By examining the data collected from this study a common set of subthemes emerged related to leadership traits of successful principals. Data from this study can be used to help create professional development training related to principal traits which support academic achievement for practicing and future principals. Results of this study may also lead to a true experimental study of the implications of principal behaviors on student 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.] ED580098 An Examination of Authentic Leadership Traits and Their Relation to Student Achievement Scores ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-0067-0 135 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:10635793 2018 As Provided JAN2020

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No Elementary School Teachers Coping Stress Management Qualitative Research Interviews Observation Data Analysis Stress Variables Learner Engagement Time Management Teacher Student Relationship Classroom Techniques Best Practices Teacher Motivation Byrd, Kristie M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This basic qualitative research study explored the lives of 14 elementary teachers in their classroom environment to answer two central research questions which are: what coping strategies do teachers find most effective and what coping mechanisms provided by administration helps them cope with classroom stress? Data were collected through fourteen in-depth, face to face interviews, and shadowing all fourteen, for a total of twenty hours of observation. During the course of analyzing the data, a trend emerged that showed teachers' greatest stressor was the tremendous amount of paperwork that they were expected to complete. Additional stressors such as discipline and curriculum changes appeared in each classroom, but were varied due to the demographical composition of the student population in each school. Findings also showed that all the participants used some type of coping strategy either positive or negative. Positive strategies that were utilized while at school were taking brain breaks, student engagement, time management and talking to their students in a quiet voice. Negative strategies mentioned by the teachers that they used inside the classroom were yelling, getting frustrated with students and getting in students' faces. Positive strategies employed outside of the classroom were healthy eating, exercising, reading, family time and crafts and talking to others. Participants also stated that they utilized negative strategies such as crying, oversleeping, overeating, or drinking alcohol or pills. Administrative supports such as duty-free lunches, extra planning time and an open-door policy, help assuage some of the teachers' stress. Additionally, the findings showed that teachers are in fact, extremely stressed persons who struggle professionally and personally to preserve objectivity, best practices and discover approaches that truly alleviate stress. During the interviews, almost all participants revealed that even with coping strategies and support mechanisms in place, they were losing their passion for teaching due to the elevated levels of stress that they were experiencing on a day to day basis, and were never truly free from the feelings and pressure from stress. Finally, the study found that even though some strategies are helpful, producing positive results, leading to happier people, some strategies are not as beneficial, creating more stress, and the vicious cycle continues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580099 What Coping Strategies and Support Mechanisms Have Elementary Teachers Found Most Effective? ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-5450-8 115 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:10635831 2018 As Provided JAN2020

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No Higher Education Goal Orientation Self Motivation Community Colleges Low Income College Transfer Students Metacognition Two Year College Students Regression (Statistics) Ethnicity Hispanic American Students Asian American Students White Students Academic Achievement Cost Effectiveness Student Motivation Educational Attainment Universities Intervention Villarreal, Brandilynn Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education There is a growing disconnect between youth's expectations to attend and graduate from college on the one hand and their ability to follow through on these plans on the other. This discrepancy is pronounced at the community college, especially among low-income, first-generation, and underrepresented students. What is missing in the current community college literature is an investigation of the role of agency in facilitating transfer among community college students. Based on theoretical work, low-structured environments like the community college require a substantial amount of individual agency to attain long-term goals (Heckhausen et al., 2010). Thus, students must depend heavily on their own internal, motivational resources to reach their educational goals. Two studies examined motivational and self-regulatory strategies, specifically goal engagement and compensatory secondary control (composed of goal adjustment and self-protection), among community college students aspiring to transfer. Goal engagement strategies aid in the successful pursuit of goals, while compensatory secondary control strategies are responses to setbacks or obstacles in goal pursuit. Study 1 assessed students within one year of transferring to a university, while Study 2 assessed first-year community college students over a two-year period. Participants included 163 students in Study 1 and 193 students in Study 2 from two local community college districts. The sample was largely comprised of women and was ethnically diverse. Regression-based analyses investigated the impact of motivational and self-regulatory strategies on academic behavior, transfer-related behavior, transfer outcomes, well-being and satisfaction variables. Across Study 1 and Study 2, goal engagement strategies were associated with positive outcomes. Compensatory secondary control strategies had fewer significant relationships with variables of interest and relationships were negative. Additionally, the interaction between compensatory secondary control and selective primary control (a goal engagement subscale) influenced transfer behaviors and outcomes. Significant ethnic differences emerged in goal engagement with Latino students reporting higher levels of goal engagement than Asian American or European American students, despite poorer academic performance and taking longer to transfer to a university. The results of both studies can be used to implement cost-effective and short-term psychological interventions that maximize students' motivational resources and facilitate transfer to a university. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580614 When Ambitions Aren't Enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit ProQuest LLC Ph.D. Dissertation, University of California, Irvine 2017-00-00 978-0-3553-0955-3 199 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:10617633 2018 As Provided JAN2020

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No Foreign Countries Study Abroad Task Analysis Spanish Second Language Learning Pragmatics Second Language Instruction Teaching Methods Speech Acts Cultural Awareness Novices Computer Assisted Instruction Audio Equipment Language Tests Pretests Posttests Interviews Surveys Student Attitudes Instructional Effectiveness Control Groups Experimental Groups Comparative Analysis Morris, Kimberly Jane Dissertations/Theses - Doctoral Dissertations Spain (Madrid) California EISSN- English The study abroad (SA) context is often assumed to foster pragmatic development in a second language (L2), yet previous scholarship confirms that pragmatic norms are culturally-shaped and often remain imperceptible to uninstructed SA students (Bataller, 2010; Cohen & Shively, 2007; Shively, 2010). Because pragmatics is not traditionally taught in language classrooms (Bardovi-Harlig, 2013), SA students are left to their own devices when interacting in the host community and performing face-threatening speech acts in their L2 such as requests and refusals, among others. Considering the importance of pragmatics for successful communication along with the predominance of short-term SA programs, it is crucial to support and accelerate students' pragmatic development during immersion, especially beginners with limited linguistic and cultural knowledge. This study explores the affordances of explicitly teaching pragmatics to 12 students who studied beginning L2 Spanish in Spain for 10 weeks. A task-based instructional treatment (Long, 2015) was designed to raise students' awareness of appropriate linguistic and cultural norms related to various speech acts, or meaningful "tasks" such as asking for directions and ordering a meal. Instruction was complemented with computer-mediated practice and weekly language exchanges with native speakers to further scaffold student learning. Following instruction, students carried out these tasks in the community and audio-recorded their interactions. To measure students' development, data were collected through a pre/post Discourse Completion Test (DCT), pre-task audio-recordings conducted before instruction, naturalistic audio-recordings of task completion following instruction, self-reflections of task completion, interviews, and surveys. To corroborate the effectiveness of the instructional treatment, further pre/post DCT data were collected from two comparison groups of students studying beginning L2 Spanish, one abroad in Madrid and another at home in California. Analyses of the data confirmed the positive impact the instructional treatment had on students' pragmatic development. The treatment group not only demonstrated statistically significant gains in pragmatic competence on the pre/post DCT measure, but they were also highly successful in applying their knowledge while completing the real-world tasks in the host community, as evidenced by comparisons of their pre-task and task completion recordings. Similarly, the students' reflections of their own task completion showed increased awareness of the pragmatic features that were introduced in the instructional treatment, which likely explains why they demonstrated high retention of their pragmatic competence one full year after the program, as measured by a delayed post-DCT completed by eight of the 12 students. Moreover, the students who received the instructional treatment showed significantly higher gains in pragmatic competence when compared to the students in both comparison groups (abroad and at home) who did not receive the instruction. These results confirm the effectiveness of the task-based instructional model in accelerating beginning L2 students' pragmatic competence while studying abroad. The findings from this study have the potential to not only inform the instructional design of study abroad programs, but also provide directors, teachers, and students with insights on how to maximize the study abroad experience. These findings could potentially change how and when pragmatics is taught both at home and abroad. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580615 Learning by Doing: The Affordances of Task-Based Pragmatics Instruction for Beginning L2 Spanish Learners Studying Abroad ProQuest LLC Ph.D. Dissertation, University of California, Davis 2017-00-00 978-0-3554-6139-8 339 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10617744 2018 As Provided JAN2020

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No Beginning Teachers Special Education Teachers Beginning Teacher Induction Teacher Effectiveness Needs School Districts Objectives Readiness Program Development Teaching Conditions Mentors Recruitment Selection Training Faculty Development Program Evaluation Goal Orientation Elementary Secondary Education Kamman, Margaret Zimmerman, Kristin Israel, Maya Billingsley, Bonnie McCray, Erica Brownell, Mary Sindelar, Paul Heretick, Jennifer Rice, Stacey Bae, Jungah Reports - Descriptive Guides - Non-Classroom Tests/Questionnaires National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP) English Elementary Secondary Education Beginning teachers face significant challenges as they assume the complex work of teaching while they are still learning to teach. In addition to the activities involved with learning to effectively teach, they must also learn to work with others; collaborate with colleagues, administrators, paraprofessionals, and parents; and manage varied administrative tasks. New teachers often find the demands of the first years to be overwhelming and stressful, and whether these teachers thrive and remain as educators depends, at least in part, on the supports they receive (Billingsley, Griffin, Smith, Kamman, & Israel, 2009) and the extent to which they experience success with their students (Johnson, Kardos, Kauffman, Liu, & Donaldson, 2004). In response to the need to foster teaching effectiveness, state and district leaders are turning to carefully planned induction programs to support new entrants during the first critical years. The key purpose of induction programs is to help beginning teachers improve their teaching effectiveness so that their students have opportunities to achieve higher standards such as those outlined in the Common Core State Standards (CCSS; www.corestandards.org). Special education teachers often have unique needs, and they benefit from experiences tailored to their needs. These experiences include: (1) learning how to develop individual education programs (IEP) using CCSS; (2) addressing the needs of students who could benefit from Tier 3 interventions (i.e., intensive individualized instruction); (3) developing behavior and transition plans; (4) using specialized materials and assistive technology; and (5) selecting and using alternative assessments. This report covers the following topics as they relate to supporting beginning special educators: (1) Teacher Induction; (2) Understanding Beginning Special Education Teachers; (3) Determining District Goals and Readiness for Induction; (4) Developing Orientation Programs; (5) Creating Supportive Work Contexts; (6) Determining Mentoring Structure; (7) Recruiting and Selecting Mentors; (8) Matching Mentors and Mentees; (9) Providing Mentor Training and Support; (10) Planning and Providing Effective Professional Development; (11) Evaluating Mentor Programs; and (12) Induction Resources. ED580808 District Induction Manual: Supporting Beginning Special Educators. NCIPP Document No. IT-2 National Center to Inform Policy and Practice in Special Education Professional Development 2013-12-00 Department of Education (ED) 77 National Center to Inform Policy and Practice in Special Education Professional Development. 1403 Norman Hall, P.O. Box 117050, Gainesville, FL 32611. Tel: 352- 273-4259; Fax: 352-392-5929; e-mail: NCIPP@coe.ufl.edu; Web site: http://ncipp.education.ufl.e N/A http://ncipp.education.ufl.edu/files/District_Induction_Manual_final.pdf 2018 7 ERIC JAN2020 H325Q070002

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No Mentors Beginning Teachers Special Education Teachers Objectives Teaching Conditions Affective Behavior Helping Relationship Individual Activities Group Activities Faculty Development Methods Elementary Secondary Education Observation Kamman, Margaret Zimmerman, Kristin Israel, Maya Billingsley, Bonnie McCray, Erica Brownell, Mary Sindelar, Paul Heretick, Jennifer Rice, Stacey Bae, Jungah Park, Yujeong Guides - Non-Classroom National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP) English Elementary Secondary Education The primary goal of this handbook is to provide relevant and practical information for mentors as they guide the development of beginning special education teachers. Even the best prepared of new entrants face steep learning curves as they work to apply in complex school settings what they have learned from their pre-service programs. At the same time that new special educators assume their teacher roles, they are still learning to teach; therefore, they need expert and responsive guidance in using effective instructional practices. In addition, they need assistance navigating other challenges during the initial years such as working with administrators, colleagues, and parents and learning about their school communities and local policies and procedures. Increasingly, state and district professionals are providing new special education teachers with mentors, and there is a growing knowledge base about what effective mentors do. This manual provides a detailed guide for mentors and district and school leaders as they design, implement, and assess mentor programs. This manual provides information about: (1) goals that typically guide mentoring programs; (2) what is known about new special educators (e.g., various types of preparation, new teachers' experiences); and (3) what effective mentors do to provide emotional support, create a climate of support that addresses varied needs, conduct both high-quality individual and group mentor sessions, and align mentoring with professional development (PD). The manual also provides numerous vignettes, examples, and planning forms to aid in the mentoring process. ED580809 Mentor Handbook: Supporting Beginning Special Educators. NCIPP Document No. IT-1 National Center to Inform Policy and Practice in Special Education Professional Development 2013-12-00 Department of Education (ED) Administrators 95 National Center to Inform Policy and Practice in Special Education Professional Development. 1403 Norman Hall, P.O. Box 117050, Gainesville, FL 32611. Tel: 352- 273-4259; Fax: 352-392-5929; e-mail: NCIPP@coe.ufl.edu; Web site: http://ncipp.education.ufl.e N/A http://ncipp.education.ufl.edu/files/NCIPP_Mentor_Handbook_final.pdf 2018 7 ERIC JAN2020 H325Q070002

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Yes Gifted Scores Elementary Secondary Education Statistical Significance Academic Ability Intelligence Tests Observation Talent Predictor Variables Cohort Analysis Intellectual Disciplines Skill Analysis Foreign Countries Children Bildiren, Ahmet Journal Articles Reports - Research Turkey Wechsler Intelligence Scale for Children ISSN-2501-1111 English Elementary Secondary Education In this study, it was examined whether the WISC-R test scores of gifted children differ according to their area of special ability or not. The sample group of the study was selected from 5 different cities and was comprised of a total of 237 gifted children with 48,9% girls (n = 116) and 51,1% boys (n = 121). The class level of the children varies between 4th and 11th grades. One-way analysis of variance (ANOVA) was used to analyze whether there are statistically significant differences between the ability areas of gifted children or not according to their WISC-R intelligence scale scores. In case of a difference, post-hoc tests were carried out for determining the groups with the difference. The accepted level of significance was 0,05. Study results put forth that the intelligence scores of gifted children varied according to their individual ability areas of performance. ED579884 Examination of the Skill Areas of Gifted Children Using WISC-R Intelligence Scale Scores Online Submission European Journal of Education Studies v3 n9 p378-391 2017 2017-00-00 14 N/A 2018 22 As Provided JAN2020

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Yes Standardized Tests Ethnicity Discipline Socioeconomic Status School Statistics Correlation Criterion Referenced Tests Achievement Gap Academic Standards Racial Differences Elementary Secondary Education Scores Performance Factors Predictor Variables Statistical Analysis Koca, Fatih Journal Articles Reports - Research Indiana ISSN-2501-5915 English Elementary Secondary Education The goal of the current study is to examine the impact of students' social economic status, ethnicity, and discipline infractions on their standardized test scores in Indiana, the USA. Data from this study extracted from Indiana Department of Education. ISTEP is a criterion-referenced standardized test. It consists of items that assess a student's performance with respect to particular criteria that was established by the Indiana State Board of Education. Criterion-referenced test scores help us to understand where a student stands in relation to the cut scores based Indiana Academic Standards in English/Language Arts and Mathematics. In fact, the application of ISTEP might be helpful for schools to identify their students' strengths and weaknesses in these content areas. By doing so, they take necessary steps to plan appropriate instruction for students' academic development. However, the Indiana Department of Education's statistical data show that there was a statistically significant achievement gap between students. Accordingly, the current study findings point out that the effects of SES and Race varied among groups. Specifically, African-American students with low SES status had lower scores on ISTEP than their white peers did. In addition, a chi-square analysis showed that disproportionality among African American students appeared to be striking. Findings and educational implications are discussed. ED579885 Understanding the Role of "SES," Ethnicity, and Discipline Infractions in Students' Standardized Test Scores Online Submission European Journal of Alternative Education Studies v2 n1 p114-127 2017 2017-00-00 14 N/A 2018 25 As Provided JAN2020

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Yes Light Lighting Pollution Social Studies Qualitative Research Case Studies Semi Structured Interviews Environmental Influences Environmental Education Etiology Prevention Change Strategies Preservice Teacher Education Heat Foreign Countries Teacher Attitudes Preservice Teachers Polat, Suat Bekdemir, Ünsal Journal Articles Reports - Research Turkey ISSN-1308-2140 English Higher Education The purpose of this study is to determine the views of social studies of teacher candidates about light pollution. This research is designed by using qualitative research method. In the research, case studies--that is one of the qualitative research methods--is used. Case study is a kind of research that offers a rich perspective on analyzing the learning and management implications of what educators and students have gained through experiences they have gained. Maximum diversity sampling--one of the purposive sampling methods--was used. A total of 40 students from 1st, 2nd, 3rd, and 4th grades were included in the Social Studies Teaching Department of Agri Ibrahim Çeçen University Faculty of Education. A semi-structured interview form consisting of 6 open-ended questions developed by researchers was used to collect the data. After the questions that take place in the interview form were prepared, expert opinion was consulted. After the expert opinion was received, the questions were revised and piloted on 20 teacher candidates. Pilot application form was prepared and presented again to expert opinion. After receiving the feedback from the experts, the final form was given to the interview form and applied in the spring semester of 2016-2017 academic year. In the analysis of the data, a descriptive analysis method was used. As a result of the study, it was determined that social science teacher candidates generally have information about light pollution but having this information is not enough for some of them. Social Studies Teacher candidates have shown that pollution damages living and non-living assets in general and that light pollution is among pollution types. Excessive use of light among the causes of light pollution, lights overflowing from houses and buildings, and prospective teachers showing the absence of correct light use, have indicated that light pollution causes significant negative effects on both humans and the living and nonliving environment. Teacher candidates have expressed the opinion that people need to be conscious in order to reduce the effects of light pollution. It is remarkable that some teacher candidates should not have knowledge in this regard. ED579886 Views of the Social Teacher Candidates about Light Pollution Online Submission Turkish Studies v12 n17 p357-370 2017 2017-00-00 14 N/A 2018 22 As Provided JAN2020

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No Laptop Computers Computer Uses in Education Educational Technology Statistical Analysis Program Effectiveness Access to Computers Language Arts Socioeconomic Status Evaluation Methods Computer Assisted Testing Best Practices Comparative Analysis Academic Achievement Grade 5 Teaching Methods Interaction Standardized Tests Achievement Tests Miller, Nicole Gilner Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 5 This quantitative study extends previous research on the impact of one to one (1:1) laptop environments on student outcomes in English Language Arts (ELA) by focusing on students from various socio-economic backgrounds, while using a new technology-enhanced, state-administered assessment to measure performance. This study is significant because policy makers focus on state test scores when planning educational investments. Therefore, results from this study can assist policy makers in determining best practices related to technology integration to ensure equitable opportunities for all students. A non-experimental ex post facto causal comparative research design was used to explore the impact of 1:1 laptops on the ELA achievement of fifth grade students from various socio-economic backgrounds using a state-administered technology enhanced assessment. The target population included fifth grade students attending public schools within five different school systems located in a northeastern state that took the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment during the 2015-2016 school year. The sample size was 400 students. To measure ELA achievement, data from the 2015-2016 PARCC assessments was collected along with demographic information on socio-economic status. A two-way ANOVA revealed a significant difference in the dependent variable (ELA PARCC scores) based on social economic status (FARMS vs. Non-FARMS). However, no significant difference was found in the dependent variable based on learning environment (1:1 laptop vs. not 1:1 laptop), and no significant interaction was found between learning environment and socio-economic status on PARCC ELA scores. Recommendations 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.] ED580616 The Impact of 1:1 Laptop Environments on the English Language Arts Achievement of Fifth Grade Students from Diverse Socio-Economic Backgrounds ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4704-6 114 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:10619269 2018 As Provided JAN2020

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No Phenomenology Foreign Countries Unwed Mothers Child Care Mothers Higher Education Universities Community Colleges Vocational Schools Semi Structured Interviews Low Income Groups Early Parenthood Robinson, Katja Dissertations/Theses - Doctoral Dissertations Michigan Germany EISSN- English Higher Education The purpose of this phenomenological study was to explore the lifeworlds of low-income, single student mothers in two contrasting welfare regimes, the United States and Germany, to understand how their individual experiences as students and as mothers at the micro-level were shaped by policies regarding childcare and financial support at the macro-level. As single mothers represent a marginalized constituency, the capabilities approach in combination with the concept of "defamilisation" was used as an analytical framework that focused on their individual and social well-being. The objective of this cross-national study was to provide a deeper understanding of how the issues of childcare, higher education, and work are handled within each society with the overarching goal of promoting public dialogue, informing policy, and improving the quality of life for this marginalized population. A small sample comprising eight single student mothers enrolled at two different universities and three different community colleges in Michigan, U.S., and eight single student mothers enrolled at three different universities and three different vocational schools in North Rhine-Westphalia, Germany, were selected. Semi-structured, in-depth interviews were utilized as a method for understanding their lived experiences. Their narratives revealed that the capability to pursue a higher education degree is complicated, precarious, time consuming, emotionally draining, and shaped by daily contingencies. Their contingent lifeworlds are influenced by types of employment, the availability and access to high-quality childcare, encounters with the welfare bureaucracy, and support within higher education institutions, all of which are embedded in national and state policies and underlying gendered discourses. Truncated health, the inability to connect and participate in social life, stigmatization, and tragic choices were prominent themes in the narratives of the participants. Findings indicate that the major difference between these two countries lies in the affordability and equitable provision and quality of childcare. In the United States, childcare is viewed as a family and private responsibility, whereas in Germany childcare has shifted from the family towards a public responsibility with the implementation of childcare as a right. In addition, the affordability of higher education and federal financial support emerged as critical and distinctive 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.] ED580617 Capabilities Eroded and Childcare Dilemmas: A Phenomenological Study of Low-Income Single Student Mothers in Higher Education in the United States and Germany ProQuest LLC Ph.D. Dissertation, Eastern Michigan University 2016-00-00 978-0-3554-7852-5 277 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10617883 2018 As Provided JAN2020

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No Language Acquisition Second Language Learning Second Language Instruction Chinese Character Recognition Reading Improvement Competency Based Education Reading Comprehension Heritage Education Structural Equation Models Reading Skills Learning Strategies Multiple Choice Tests Cloze Procedure Reading Tests Correlation Construct Validity Hsu, Wei-Li Dissertations/Theses - Doctoral Dissertations EISSN- English Extensive research has been conducted on the relationships of Chinese-character recognition to reading development; strategic competence to reading comprehension; and home linguistic exposure to heritage language acquisition. However, studies of these relationships have been marked by widely divergent theoretical underpinnings, and their results are not directly comparable. The current study adopts a cognitive and component perspective on reading, and uses structural equation modeling (SEM) to examine character-recognition skills, reading comprehension skills, strategy use, and language background. Among these four factors, character-recognition skills are held to represent lower-level reading processing; reading comprehension and strategy-use represent higher-level processing; and language background is operationalized as a source of background knowledge. The present study's 85 participants were divided into four groups representing four language backgrounds: Singaporean Chinese Mother Tongue language learners (Singaporean CMTLLs) (n = 14), Chinese foreign language learners (CFLLs) (n = 19), Mandarin-speaking heritage language learners (Man-HLLs) (n = 38), and Cantonese-speaking heritage language learners (Can-HLLs) (n = 14). A package of eight instruments was administered via an online platform, and included a language-background survey, a multiple-choice grammar subtest, a fillin- the-blank cloze subtest, a multiple-choice passage-comprehension subtest, a strategy-use survey, an ortho-phonological subtest, an ortho-semantic subtest, and a morpheme discrimination subtest. The language-background survey was designed to gain a clear understanding of the participants' language backgrounds; the grammar, cloze, and passage comprehension subtests, to investigate their reading-comprehension ability; the strategy-use survey, to capture the participants' perceived use of six strategy types; and the ortho phonological, ortho-semantic, and morpheme subtests, to examine their character-recognition ability. Prior to examining common constructs of L2 Chinese reading across the participants' four language backgrounds, three profile analyses were conducted to examine the extent of language-background effects on reading comprehension, character-recognition, and strategy use. The results suggested that language background had a stronger effect on reading-comprehension ability (p = 0.001, partial n[superscript 2] = 0.18), than on character-recognition ability (p > 0.05, partial n[superscript 2] = 0.09) or on strategy use (p > 0.05, partial n[superscript 2] = 0.05). Next, a hypothesized SEM model was examined and modified. All parameter estimates in the revised SEM model were statistically significant at p < 0.05, and the 12 variables explained 99% of the variance in reading-comprehension ability. The structural model of the revised SEM model indicated that character recognition had a strong and direct effect on reading comprehension (r = 0.99); cognitive-strategy use had a medium and direct effect on reading comprehension (r = 0.21); and metacognitive-strategy use had no direct influence on reading comprehension, but yielded a strong and direct influence on cognitive-strategy use (r = 0.71), supporting the notion that metacognitive strategies exert an executive function over cognitive ones. However, monitoring--a type of metacognitive strategy--directly and negatively influenced character-recognition (r = -0.34). These paths suggest that the participants constantly monitored their character-level processes, and that when they encountered unfamiliar characters, monitoring strategies activated other metacognitive strategies to regulate cognitive strategies, which in turn facilitated comprehension processes to compensate for the interrupted character-recognition processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579344 Relationships among Constructs of L2 Chinese Reading and Language Background ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2016-00-00 978-0-3552-6476-0 199 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:10656594 2018 As Provided JAN2020

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No Sociolinguistics Language Variation Foreign Countries Ethnicity Self Concept Language Usage Language Role Intergroup Relations Cultural Context Social Integration Acculturation Geographic Regions Sino Tibetan Languages Language Minorities Mandarin Chinese Maps Language Proficiency Minority Groups Language Skill Attrition Language Maintenance Marriage Family Environment Social Mobility Social Change Gao, Katie B. Dissertations/Theses - Doctoral Dissertations China EISSN- English The study of language contact epitomizes the dynamics of language as a system of human communication. The competing linguistic forces at work when speakers of different language varieties come into contact can be narrowed down to two basic concepts--convergence and divergence. Looking at linguistic areas using a macro approach, languages in contact tend to show convergence across all structural levels through diffusion and borrowing, but nevertheless, linguistic diversity persists in regions of high interethnic language contact. Ethnicity often plays a significant role in constructing identity, therefore a speaker's linguistic choices can reflect ethnic identity and intergroup relations. Because these processes occur in and as a result of complex societies, "studies of interethnic language contact must begin by understanding the context in which speakers in a community construct their own ethnicity, as well as the ideologies that affect how they view other groups" (Fought 2013: 395). Southwest China is a particularly interesting region for language contact research because high levels of ethnolinguistic diversity in remote areas perpetuates traditional interethnic contact relations while these same groups are also currently under social and economic pressure to assimilate to mainstream Chinese society. This dissertation describes the social context of language contact in Yunnan Province's Wuding County, an under-researched mountainous county with more than half of the population classified as non-Han ethnic minorities. Speakers of at least eight Ngwi varieties (Lolo-Burmese, Tibeto- Burman), two Hmong varieties, and one Tai variety are represented in villages across the county, although speaker numbers are diminishing due to widespread shift to Mandarin Chinese. This dissertation presents original ethnolinguistic maps of the distribution of ethnic minority villages in the county followed by two localized studies of interethnic contact scenarios in a Yi village area. A demographic survey of reported language proficiency in Miqie and Geipo households illustrates the role of access and geographic location in the rate of language shift to Mandarin; while the second study discusses the role of ethnic identity in persisting Miqie and Geipo language variation in intermarried households in the same village area. These studies highlight the dynamic social context in which language is used and changes for constructing identity and improving social mobility for speakers of languages facing endangerment in a rapidly changing 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.] ED579345 Dynamics of Language Contact in China: Ethnolinguistic Diversity and Variation in Yunnan ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6468-5 153 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:10656586 2018 As Provided JAN2020

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No School Districts Collective Bargaining Case Studies Leadership Styles Public Schools Unions Leaders Qualitative Research Best Practices Individual Characteristics Change Dill, Robert W. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Since 1970, with the passage of Act 195 of 1970, collective bargaining in Pennsylvania has been an integral process in public schools (PSBA Bulletin, 2010). The success or failure of that process extends beyond the contract's duration; it becomes engrained in the school's culture and is noticeable to those who work, study, and live within the boundaries of the school district. The school district and union leaders' relationship provided the focus of this study by examining the way in which collaborative bargaining took form, grew, and became sustainable. Specifically, this qualitative case study examined three public school districts in Pennsylvania that successfully transitioned from traditional to collaborative collective bargaining. By sharing their vast experiences, the participants of this study--distinguished as outliers, those who employed collaborative bargaining approaches--identified strategies and best practices for bargaining. Additionally, through the theoretical framework of "The Leadership Challenge," by Kouzes and Poser (2012), this study explored the traits and approaches of the school district and union leaders who encouraged and nurtured the transformation from traditional to collaborative 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.] ED580100 Transforming from Traditional to Collaborative Collective Bargaining: A Case Study of Successful Contract Negotiations and Leadership Styles in Three Pennsylvania School Districts ProQuest LLC D.Ed. Dissertation, Indiana University of Pennsylvania 2017-00-00 978-0-3554-2051-7 148 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:10635981 2018 As Provided JAN2020

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Yes Foreign Countries Second Language Learning English (Second Language) Negative Attitudes Emotional Response Social Status Interpersonal Communication Speech Acts College Students Antisocial Behavior Language Usage Criticism Discourse Analysis Wijayanto, Agus Prasetyarini, Aryati Hikmat, Mauly Halwat Journal Articles Reports - Research Indonesia EISSN- English Higher Education A growing body of literature has investigated impoliteness in many domains. Nevertheless, little research has examined impoliteness done by foreign language learners. Impoliteness used in interlanguage complaints by English as a foreign language learners was observed. The effects of interlocutors' different status levels and social distance on the use of impoliteness were analyzed. Empirical data were elicited by means of oral discourse completion tasks from 50 Indonesian English as a foreign language learners in Central Java, Indonesia. The overall direction of the findings showed trends that status levels and social distance between interlocutors prompted different frequencies and strategies of impoliteness. The frequent use of impolite complaints was instigated by a number of factors such as the learners' understanding about the speech act in question, their perceptions on the social distance and status levels of interlocutors, and the nature of the research instrument. ED580101 Impoliteness in EFL: Foreign Language Learners' Complaining Behaviors across Social Distance and Status Levels Online Submission SAGE Open p1-15 Jul-Sep 2017 2017-00-00 15 N/A 2018 98 As Provided JAN2020

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Yes Meta Analysis Correlation Writing Processes Cognitive Processes Writing Instruction Writing (Composition) Handwriting Spelling Reading Phonological Awareness Decoding (Reading) Comprehension Oral Language Statistical Analysis Writing Skills Reading Writing Relationship Elementary School Students Student Writing Models Kent, Shawn Wanzek, Jeanne Information Analyses Reports - Evaluative EISSN- English Elementary Education Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, this study examines the bivariate relationship of handwriting fluency, spelling, reading, and oral language with students' quality of writing and writing production. Additionally, the extent to which such relationships are moderated by student grade level and type of learner is also investigated. The findings document that each of the component skills demonstrates a weak to moderate positive relationship to outcomes assessing writing quality (rs = 0.33-0.49) and the amount students write (rs = 0.20-0.48). Moderator analyses were generally not significant with the exception that the relationship between reading and writing production was significantly higher for students in the primary grades. The implications of these findings to current theories and future research are discussed. [This paper was published in "Review of Educational Research" v86 p570-601 2016 (EJ1100191).] ED579887 The Relationship between Component Skills and Writing Quality and Production across Developmental Levels: A Meta-Analysis of the Last 25 Years Grantee Submission 2016-00-00 Institute of Education Sciences (ED) 59 T http://dx.doi.org/10.3102/0034654315619491 2018 110 As Provided JAN2020 Yes R324A130262 R305B04074

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Yes Foreign Countries Correctional Education Institutionalized Persons Correctional Institutions Writing Skills Distance Education Writing Tests Likert Scales Student Characteristics Criminals Crime Marital Status Institutional Characteristics Correlation Statistical Analysis Self Esteem Academic Persistence Age Differences Secondary Education Adult Students Altunkaya, Hatice Erdem, Ilhan Journal Articles Reports - Research Turkey ISSN-2501-1111 English Secondary Education The aim of the present study is to examine the writing disposition of convicts and prisoners in Silivri Penal Institution Compound who study at Open Education Secondary School based on various variables. In the present study, "Writing Disposition Scale" that includes 21 5-point Likert type items, developed by Piazza and Siebert (2008) and adapted to Turkish by Iseri and Ünal (2010), was used as the data collection tool. To conduct the study in survey model, approval of the Ministry of Justice General Directorate of Penal Institutions and Detention Houses Office of Adult Education was obtained and the scale was applied to a total of 350 students who were inmates at Silivri Penal Institutions nos. 1, 2, 3, 4, 5, 6, 7, 8, and Silivri Open Penal Institution. The data collected in the study, namely the writing dispositions of convicts and prisoners who attend Distant Education Secondary School, were analyzed with SPSS 22 software based on the variables of the type of offense, marital status, age, and the penal institution of the prisoner. Based on the findings of the present study, it was determined that there was no significant correlation between the students' writing disposition and marital status based on passion and continuity dimensions, and that the level of confidence of single individuals was higher than married individuals based on the dimension of confidence. There was no significant correlation between the writing disposition of the students and their age, penitentiary institution, and type of offense. ED579888 Writing Disposition of Student Convict and Prisoners Attending Distant Education Secondary Education School Online Submission European Journal of Education Studies v3 n7 p223-238 2017 2017-00-00 16 N/A 2018 16 As Provided JAN2020

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No Video Games Computer Games Adolescents Mixed Methods Research Case Studies Adolescent Attitudes Educational Environment Grade 8 Grade 9 Grade 10 Design Critical Thinking Creative Thinking Problem Solving Role Playing Surveys Ackerman, Lyn Kajiwara Dissertations/Theses - Doctoral Dissertations Hawaii EISSN- English Grade 8 Video games are a growing multi-billion dollar industry. Pew Internet & American Life Project (2008) reported that 97 percent of teens ages 12 to 17 years play computer, web, portable, or console games. Of the various genres that were reported, 36 percent of teens played role playing games and 21 percent played massively multiplayer online games. The purpose of this mixed methods case study was to explore and examine the popular massively multiplayer role playing game World of Warcraft as an informal learning environment by examining adolescent game perceptions and experiences. The results will help educators and others to better understand the video game and the implications for formal and informal learning environments. The research was guided by the questions, "How does the World of Warcraft MMORPG serve as a learning environment? What game components support learning? What are game players learning?" Study participants consisted of nine students in grades 8 through 10 in Hawaii public and charter schools. They played World of Warcraft daily, completing game quests and earning experience points and rewards. Participants wrote about their game interactions at the end of each game period; explaining characters, events, and game choices. Participants also answered survey questions regarding demographics and perceptions of self-efficacy and self-regulation and use of 21st century skills in the game world. The researcher coded participant responses and found that participants were learning and practicing 21st century skills (critical thinking and problem solving, collaboration and communication, and creativity and innovation). Further inquiry revealed that the WoW environment incorporated three areas that aided learning: social cognitive theory, community, and game design components that provided learning support (agency, reinforcement and feedback, graphic user interface, and storytelling). The results showed that World of Warcraft was a learning environment that integrated learning theory, community, and game design to engage and motivate participants to achieve goals within a video game framework. In addition, WoW offered collaborative experiences across participant differences to achieve common goals. The game was a great equalizer, turning a blind eye to stereotypes of real-world race, ability, and gender as participants practiced 21 st century skills in a virtual world of possibilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579346 What "World of Warcraft" Is Teaching Us about Learning ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6428-9 181 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:10656546 2018 As Provided JAN2020

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No Alcohol Abuse Screening Tests College Students Qualitative Research Mental Health Mental Health Programs Campuses Intervention Fidelity Semi Structured Interviews Program Implementation Drinking Program Effectiveness Barriers Program Improvement Counselor Attitudes Wagstaff, Jennifer F. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education High-risk drinking among college students is believed to be the most serious health issue facing college and universities throughout the United States. In 1999, the National Institute on Alcohol Abuse and Alcoholism (NIAAA) established a task force to address the issue and released a report with recommendations for intervention and prevention. Brief Alcohol Screening and Intervention for College Students (BASICS) emerged as an evidence-based practice to address high-risk drinking. Quantitative researchers produced results that indicate BASICS and interventions similar to BASICS are an effective means to reduce high-risk drinking and the negative outcomes associated with high-risk drinking. Despite strong evidence for the effectiveness of BASICS, little is known about its fidelity when BASICS is implemented in a practical setting. The purpose of this study was to explore the perspectives and experiences of practitioners in the mental health profession who use the BASICS intervention via semistructured interviews. Themes emerged related to the application of the intervention, the strongest and weakest aspects of intervention, and barriers to implementation. The themes linked to the application of BASICS on campuses included: (1) a comprehensive/progressive approach to address high-risk drinking; (2) modifications; and (3) the mandated student. The themes relating to the strongest aspects of the intervention were: (1) harm reduction; (2) education; (3) personal awareness; and (4) self-empowerment while the weakest aspects were: (1) the dilemma of one size fits all and (2) the personalized feedback report (PFR). The themes connected to barriers were: (1) the referral process; (2) training; and (3) onus on the facilitator. These twelve themes provide insight into the benefits and challenges of implementing BASICS in a practical setting on college campuses. Implications for both mental health practitioners and student affairs professionals are discussed, study limitations are provided, and suggestions for future research are offered. This study concludes with specific recommendations for student affairs professionals that includes the use of BASICS combined with other best practices to effectively address the issue of high-risk drinking and the negative consequences associated with this behavior on college 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.] ED579347 Brief Alcohol Screening and Intervention for College Students (BASICS): A Qualitative Study of the Experiences of Mental Health Practitioners on the College Campus ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-1127-6 197 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:10647655 2018 As Provided JAN2020

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No Literacy Culturally Relevant Education Educational Strategies Social Development Emotional Development Self Concept Best Practices Academic Discourse Academic Achievement Student Diversity English Language Learners Academic Standards Alignment (Education) Technology Uses in Education Elementary School Students Middle School Students Herrera, Socorro G. Kavimandan, Shabina K. Perez, Della R. Wessels, Stephanie Books Guides - Non-Classroom English Elementary Education Research indicates that the culturally responsive teaching strategies outlined in this book accelerate literacy, language development, and academic growth for students in grades K-8, particularly for English language learners. Completely revised and updated, this bestselling resource speaks to the social-emotional needs of learners and helps teachers support each child's development of a positive self-concept. The authors present best practices, aligned with reading and content standards, and tools for developing academic talk and instructional conversations in the classroom. Special emphasis is placed on using student culture and language as a means for promoting meaningful relationships among communities of learners. The text includes tips for using the strategies for parental involvement, gathering knowledge of the student's background, and promoting social-emotional learning. A companion website provides new video of the strategies being used in classrooms. Book features include: (1) Connections to ELP standards and skills with emphasis on processes that foster reading, writing, and comprehension skills; (2) Guidance to help teachers move beyond static grouping structures and instead utilize responsive opportunities for collaboration and instructional conversations to introduce, rehearse, and review content; (3) Technology connections that help teachers maximize the strategies as systematic learning tools for students; (4) Detailed steps and instructional tips for strategy implementation; and (5) Access to teacher-in-action video clips that demonstrate key strategies in practice. [Foreword by Ester J. de Jong.] ED580810 Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K-8. Second Edition Teachers College Press 2017-06-23 978-0-8077-5859-5 Teachers 224 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/accelerating-literacy-for-diverse-learners-9780807758595 2018 As Provided JAN2020

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No Charter Schools Educational Facilities Expenditures School Surveys Enrollment Rate Resource Allocation Physical Education Recreational Facilities School Statistics Elementary Secondary Education Annual Reports Case Studies Hesla, Kevin Johnson, Jessica Callahan, Kelly Roskom, Greta Ziebarth, Todd Reports - Research New Mexico (Albuquerque) National Charter School Resource Center (NCSRC) at Safal Partners Colorado League of Charter Schools New Mexico Coalition for Charter Schools (NMCCS) National Alliance for Public Charter Schools English Elementary Secondary Education In 2016, the National Charter School Resource Center (NCSRC), the Colorado League of Charter Schools (the League), the New Mexico Coalition for Charter Schools (NMCCS), and the National Alliance for Public Charter Schools (the Alliance) collaborated to collect data and information about charter school facilities and facilities expenditures in the city of Albuquerque, New Mexico. The data collection in Albuquerque was supported by the Charter School Facilities Initiative (CSFI), which is a national project developed by the League to research charter school facilities and facilities expenditures across the country. The Charter School Facilities Initiative team identified 50 brick and mortar Albuquerque charter school facilities that were eligible to participate in this project. Seventy-eight percent (78%) of eligible charter school facilities (39 out of 50) completed the Charter School Facilities Survey. The survey methodology used for this report was designed to address Albuquerque-specific charter school facility and policy related issues, including shared use information, facility amenities, ownership, financing, grade levels and waiting lists. One appendix is included. ED580811 An Analysis of the Charter School Facility Landscape in Albuquerque National Charter School Resource Center 2017-10-00 Department of Education (ED) 24 National Charter School Resource Center. Available from: Safal Partners. 2900 Wilcrest Suite 416, Houston, TX 77042. Tel: 713-955-2727; Fax: 713-422-2434; Web site: http://www.charterschoolcenter.org N/A https://charterschoolcenter.ed.gov/sites/default/files/files/field_publication_attachment/NCSRC%20New%20Mexico%20Facilities%20Report%20-%20October%202017.pdf 2018 0 ERIC JAN2020 EDOII13C0065

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No Special Education Teachers Beginning Teacher Induction Teacher Attitudes Preferences School Support Elementary Secondary Education Reports - Descriptive National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP) English Elementary Secondary Education Mentoring and induction support influence novice special education teachers' determination to remain in teaching. Administrators who understand the demands placed on novice special education teachers are in a better position to provide relevant induction experiences for them. This short document describes seven types of induction support that novice special education teachers find helpful. [This brief summarizes select findings from a comprehensive review of the literature: Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M. (2009). "A review of teacher induction in special education: Research, practice, and technology solutions" (NCIPP Doc. No. RS-1). Gainesville, FL: University of Florida, National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP); see ED531584.] ED580812 What Induction Practices Do Novice Special Education Teachers Perceive to Be Effective? Using This Information to Reshape Induction Programs. Induction Insights. Supporting Special Education Teachers-Administrators [AII-05] National Center to Inform Policy and Practice in Special Education Professional Development 2010-00-00 Office of Special Education Programs (ED/OSERS) Teachers Administrators 2 National Center to Inform Policy and Practice in Special Education Professional Development. 1403 Norman Hall, P.O. Box 117050, Gainesville, FL 32611. Tel: 352- 273-4259; Fax: 352-392-5929; e-mail: NCIPP@coe.ufl.edu; Web site: http://ncipp.education.ufl.e N/A http://ncipp.education.ufl.edu/files_9/administrators/AII-05%20What%20Induction%20Practices%20Do%20Novice%20Perceive.pdf 2018 0 ERIC JAN2020 H325Q070002

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No Charter Schools Operating Expenses Educational Facilities School Size Physical Education Facilities Recreational Facilities Lunch Programs Evidence School Statistics School Surveys Elementary Secondary Education Annual Reports Hesla, Kevin Johnson, Jessica M. Chambers, Darlene Truett, Jesse Conry, Julie Hatt, Trint Holliman, RaShaun Ziebarth, Todd Reports - Research Ohio National Charter School Resource Center (NCSRC) at Safal Partners Colorado League of Charter Schools National Alliance for Public Charter Schools Ohio Alliance for Public Charter Schools (OAPCS) English Elementary Secondary Education In the spring of 2015, the National Charter School Resource Center (NCSRC), the Colorado League of Charter Schools (the League), the Ohio Alliance for Public Charter Schools (OAPCS), and the National Alliance for Public Charter Schools (the Alliance) collaborated to collect data and information about charter school facilities and facilities expenditures in the state of Ohio. The data collection in Ohio was supported by the Charter School Facilities Initiative (CSFI), which is a national project developed by the League to research charter school facilities and facilities expenditures across the country. The information contained in this report is based on survey, measurement, and enrollment data collected for the 2014-15 school year. The initial identification of survey participants, data collection via on-site building visits and online surveys, data analysis and report production covered a period of approximately 14 months. The policy conclusions are based on the charter school facility landscape in Ohio, the national facility landscape, and the collective expertise of the NCSRC, the League, OAPCS, and the Alliance. All results presented in this report are from the 81 percent (277) of Ohio's 343 brick and mortar charter school facilities that participated in this initiative in 2014-15. For additional information on survey participation please see Appendix A. The sample of brick and mortar charter schools is representative of the state in terms of region, school type, and management type. Academic performance data was not collected as part of this project. Therefore, an analysis between facility quality, amenities and academic performance was not within the scope of this research and report. In Ohio, site-based public charter schools, commonly called brick and mortar schools, are those in which students physically attend classes. Site-based public charter schools can be general or special education and/or dropout prevention and recovery schools. According to the Ohio Department of Education's Annual Community Schools Report, approximately 94 percent of charter schools in Ohio were site-based. The facility needs, enrollment size, and learning environment for charter schools are often based on the focus area and school type. According to Ohio Department of Education's Fall Enrollment Data, Ohio's public charter schools served nearly 125,000 students--or approximately 7 percent of all public school students statewide. ED580813 An Analysis of the Charter School Facility Landscape in Ohio National Charter School Resource Center 2016-12-00 Department of Education (ED) 24 National Charter School Resource Center. Available from: Safal Partners. 2900 Wilcrest Suite 416, Houston, TX 77042. Tel: 713-955-2727; Fax: 713-422-2434; Web site: http://www.charterschoolcenter.org N/A https://charterschoolcenter.ed.gov/sites/default/files/files/field_publication_attachment/The%20Charter%20School%20Facility%20Landscape%20in%20Ohio.pdf 2018 0 ERIC JAN2020 EDOII13C0065

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No Charter Schools Educational Facilities Educational Demand Operating Expenses Funding Formulas Access to Education Physical Education Facilities Recreational Facilities Lunch Programs Evidence Elementary Secondary Education School Statistics School Surveys Annual Reports Expenditures Hesla, Kevin Johnson, Jessica M. Massett, Kendall Ziebarth, Todd Reports - Research Delaware National Charter School Resource Center (NCSRC) at Safal Partners Colorado League of Charter Schools National Alliance for Public Charter Schools Delaware Charter Schools Network (DCSN) English Elementary Secondary Education In the spring of 2016, the National Charter School Resource Center (NCSRC), the Colorado League of Charter Schools (the League), the Delaware Charter Schools Network (DCSN), and the National Alliance for Public Charter Schools (the Alliance) collaborated to collect data and information about charter school facilities and facilities expenditures in the state of Delaware. The data collection in Delaware was supported by the Charter School Facilities Initiative (CSFI), which is a national project developed by the League to research charter school facilities and facilities expenditures across the country. The CSFI team identified 28 brick and mortar Delaware charter school facilities that were eligible to participate in this project. All 28 eligible charter school facilities completed the Charter School Facilities Survey. The survey methodology used for the report was designed to address Delaware specific facility and policy related issues, including: shared use information, facility amenities, ownership, financing, grade levels and waiting lists. For more information on survey methodology please see Appendix A. The information contained in this report is based on the Charter School Facilities Survey and enrollment data collected for the 2015-16 school year. The policy conclusions are based on the charter school facility landscape in Delaware, the national facility landscape, and the collective expertise of the NCSRC, the League, DCSN, and the Alliance. In 2015-16, Delaware charter schools served over 14,000 students--or 10.4 percent of the roughly 136,000 public school students statewide. In 2015-16, 31 percent of Delaware charter school students were economically disadvantaged and 58 percent belonged to a minority group. ED580814 An Analysis of the Charter School Facility Landscape in Delaware National Charter School Resource Center 2018-01-00 Department of Education (ED) 24 National Charter School Resource Center. Available from: Safal Partners. 2900 Wilcrest Suite 416, Houston, TX 77042. Tel: 713-955-2727; Fax: 713-422-2434; Web site: http://www.charterschoolcenter.org N/A https://charterschoolcenter.ed.gov/sites/default/files/files/field_publication_attachment/CSFI_Delaware_January2018.pdf 2018 0 ERIC JAN2020 EDOII13C0065

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No Charter Schools Formative Evaluation Educational Quality School Administration Decision Making Accountability Institutional Autonomy Likert Scales Administrative Organization Standards Statistical Analysis Administrative Policy Reports - Research Numerical/Quantitative Data Tests/Questionnaires Arkansas Arizona California Colorado District of Columbia Delaware Florida Georgia Hawaii Idaho Illinois Indiana Louisiana Maryland Michigan Minnesota North Carolina New Jersey New Mexico Nevada New York Oregon Pennsylvania Rhode Island Tennessee South Carolina Texas Utah Wisconsin National Charter School Resource Center (NCSRC) at Safal Partners English In partnership with the National Charter School Resource Center (NCSRC), the National Association for Charter School Authorizers (NACSA) has been conducting authorizer assessments over the past six years. However, the correlation between high-quality authorization practices and charter school impact has largely been unexplored. This report uses a dataset of 43 NACSA-evaluated charter school authorizers to analyze the current state of authorizing policies and practices. While this sample of 43 authorizers represents only 4% of all charter school authorizers, these authorizers oversee 35% of all charter schools, and the schools they authorize serve 44% of all charter school students, based on 2013-2014 data. The charter school authorizers from the sample are in 28 states and represent two-thirds of states with charter school laws. They have been in operation for an average of 11 years. In general, the evaluation sample is comprised of large authorizers (defined as authorizers that oversee 10 or more charter schools), as NACSA has prioritized larger authorizers. The formative evaluations conducted by NACSA included the following focus areas: (1) Application and Decision-Making; (2) Monitoring and Operations; (3) Performance-Based Accountability; (4) School Autonomy; and (5) Organizational Capacity. NACSA used a Likert rating scale to report the authorizer's policies and practices, as compared to NACSA's Principles and Standards for Quality Charter School Authorizing. Quantitative analysis revealed clear model authorizer practices and areas for improvement and growth. This report can serve as a starting point to inform authorizers, policymakers, and key stakeholders in the charter school sector about effective authorizing practices. ED580815 Authorizer Evaluation Summary: An Analysis of Evaluations of Authorizer Quality National Charter School Resource Center 2016-00-00 Department of Education (ED) Policymakers 36 National Charter School Resource Center. Available from: Safal Partners. 2900 Wilcrest Suite 416, Houston, TX 77042. Tel: 713-955-2727; Fax: 713-422-2434; Web site: http://www.charterschoolcenter.org N/A https://charterschoolcenter.ed.gov/sites/default/files/files/field_publication_attachment/Authorizer%20Evaluations%20Formatted%2005.06.2016_0.pdf 2018 7 ERIC JAN2020 EDOII13C0065

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No Mixed Methods Research STEM Education School Effectiveness Educational Assessment Educational Indicators Evidence Scoring Rubrics Evaluation Criteria Content Analysis Research Reports Interviews State Standards Benchmarking Gifted Evaluation Methods Elementary Secondary Education Item Analysis Stith, Krista M. Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English Elementary Secondary Education Significant emphasis is currently placed on STEM education as a vehicle to encourage American youth to enter science, technology, engineering, and math-related professions. Gifted students are a natural resource of future innovators for these fields; however gifted programs are largely overlooked for program support. Since 1973, the Virginia Department of Education has sponsored a unique model of regional magnet programs for gifted and talented students called the Virginia Governor's Schools. These schools provide accelerated and differentiated curricula, often in the STEM subjects. As evaluation is a strong component to achieve more funding to meet the scientific and technological demands of these programs, the researcher explored the evaluation reports of five STEM-focused Virginia Governor's Schools. The purpose of the study was to collect consequential evidence of an untested rubric instrument used for the evaluations. A descriptive analysis of the instrument's criteria ratings, a content analysis of evaluation reports, and a thematic analysis of eight evaluator interviews were conducted. Results were triangulated to reveal that the five Governor's Schools met (n = 80.0%) or exceeded (n = 13.87%) evaluation metric standards, and shared similar strengths and areas of needed improvement. Triangulated evidence supported the argument that the instrument addresses gifted students as independent learners, faculty as education innovators, and promotes STEM-capable citizens through scientific research and civic service. Information collected during the study was intended to assist evaluation designers in determining rubric efficacy and provide recommendations for planned future revisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579348 A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2017-00-00 978-0-3552-1115-3 193 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:10647643 2018 As Provided JAN2020

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Yes Annual Reports Program Effectiveness Program Evaluation State Programs Eligibility Educational Opportunities Awards Educational History Historical Interpretation Student Participation Academic Persistence Graduation Rate Funding Formulas College Freshmen State Legislation High School Graduates College Entrance Examinations Grade Point Average Reports - Evaluative Numerical/Quantitative Data Louisiana ACT Assessment Louisiana Board of Regents English Higher Education The Tuition Opportunity Program for Students (subsequently renamed the Taylor Opportunity Program for Students, or TOPS) was created via ACT 1375 during the 1997 Regular Legislative Session. The first college freshman class to receive TOPS awards entered postsecondary education in the fall of 1998. ACT 1202 of the 2001 Regular Legislative Session requires the Louisiana Board of Regents (BoR) to prepare a report to analyze various aspects of the TOPS program. In accordance with ACT 1202, this report includes: (1) An analysis of the relationship between the high school courses taken and the student's score on the American College Test (ACT); (2) The number of high school graduates who are eligible for TOPS and subsequently enroll in college; (3) Persistence (retention) rates of TOPS students; (4) The number of and reasons for students losing award eligibility; and (5) Graduation data. Act 587 of the 2014 Regular Legislative Session added several additional levels of analysis to the TOPS report, including: (1) Demographic information of program award recipients; (2) High school GPA and ACT scores of program award recipients grouped by mean, median, and mode; and (3) Average high school GPA and average ACT scores of those who lost the award and those who were placed on probationary status. The information in this report includes current and historical data on TOPS students (students receiving an "Opportunity," "Performance," or "Honors" award) and non-TOPS students, to allow for comparison. ACT 587 of the 2014 Regular Legislative Session mandates that this report be submitted to the Senate Committee on Education and the House Committee on Education, no later than December 1st of each year. Therefore, in order to comply with the Act's deadline, data on 2016-17 TOPS recipients are not included. ED579349 TOPS Report: Analysis of the TOPS Program from 2006-2015 Louisiana Board of Regents 2016-12-00 61 Louisiana Board of Regents. 1201 North Third Street, Baton Rouge, LA 70821-3677. Tel: 225-342-4253; Fax: 225-342-9318; Web site: http://www.regents.state.la.us N/A 2018 0 ERIC JAN2020

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No Environmental Education Literacy International Education Active Learning Problem Solving Outcomes of Education Middle School Students Comparative Analysis Multivariate Analysis Ecology Time Factors (Learning) Scores Regression (Statistics) Semi Structured Interviews Family Relationship Social Responsibility Family Influence Peer Influence Nitowski, Helena Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Schools today are commissioned to provide students with a solid foundation in global citizenship. Future leaders must be knowledgeable problem solvers who can apply those skills to better the world. An awareness of global issues along with a sense of urgency and strength to act are needed for the welfare of all. The achievement of these goals must promote active involvement both at the personal and community levels. This research study investigated the factors related to the long-term environmental literacy skills of students who attended a school with an international and global studies curriculum. Within that curriculum, focus was placed on the pressing environmental issues that challenge our world. Students were not taught using a curriculum-based program but rather were active participants and problem solvers within a school culture that stressed environmental responsibility. One goal of this work was to investigate whether this type of schooling environment contributed to the long-term environmental literacy skills related to a student's knowledge, attitudes, and behaviors. The role of educators is continually changing. As accountability for performance on standardized tests increases there is less time for instruction in the sciences, particularly environmental sciences in the elementary years. A model that combines knowledge building, active participation, and problem solving in developing a school culture of respect and responsibility for the environment may be the most promising and realistic. This research examined the environmental literacy levels of middle school students who participated in a school with an embedded environmental education focus at the elementary school level (Group One) and middle school students who had not participated in a school with an embedded environmental focus at the elementary school level (Group Two). A MANOVA was conducted with a final data set of 218 students. The composite dependent variate was not significantly affected by group (Wilks' lambda = 0.955, F (4, 213) = 2.529, p = 0.042, partial eta squared = 0.045, small). Despite the non-significant MANOVA F, the researcher proceeded with analysis of the F ratios for the ANOVAs. In this case, the possibility of committing a Type 2 error lead to the researcher's decision to cautiously continue analysis. Univariate ANOVAs were conducted on each dependent measure to determine whether significant differences existed between the groups. The more stringent p value of 0.025 was utilized in the analysis. Ecological knowledge was significantly affected by group (Group One and Group Two), F (1, 216 = 9.538, p = 0.002, partial eta squared = 0.042). Lengths of time in the program and away from the program were also investigated as variables related to environmental literacy scores. Regression results were not significant F (2,101) = 1.0, p = 0.372, R[superscript 2] < 0.001 indicating that neither of the two independent variables of time were significant predictors of total environmental literacy scores. A deeper understanding of social variables of family, culture, and community was achieved through semi- structured interviews. Students described family relationships and practices as well as activities that promoted environmental affect as being prominent in their lives. Being part of organizations that fostered character building and social responsibility were also significant. They reported that their own personal connections and pro-environmental feelings as well as associating with like-minded peers was important to them. These findings can add to a body of research used for curriculum planning and school programming in the field of environmental 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.] ED579092 An Investigation of the Factors That Influence Students' Long Term Application of Environmental Literacy Skills ProQuest LLC Ed.D. Dissertation, Western Connecticut State University 2014-00-00 978-0-3551-9028-1 192 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:10622151 2018 As Provided JAN2020

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No Superintendents Labor Turnover Persistence Educational Administration Qualitative Research Social Systems Interviews Public Schools Board of Education Policy Audits (Verification) Social Theories Influences Administrator Role Board of Education Role Budgeting Political Issues Sanga, Alvin Dissertations/Theses - Doctoral Dissertations Guam EISSN- English Superintendent turnover has been rampant in the public school district in Guam, an unincorporated United States territory; there have been 18 superintendents since the 1981. This qualitative study aimed to identify and analyze potential factors affecting the superintendency in Guam. Social systems theory proposes a number of factors about the dynamics that define the relationship between an individual and a social system to help us understand the behavior of the individual within an organization. To triangulate the data, this study was comprised of individual interviews with Guam superintendents and content analysis of the Guam Public School Audit of 2009 and subsequent amendments made to board policies after the audit. Based on social systems theory, major findings suggest that superintendent turnover in Guam is influenced by the following: the Guam Education Board did not understand its roles and responsibilities and often micromanaged the superintendents; the budgetary process for the Guam Department of Education was stressful and problematic; and political pressures from the legislature and the governor encouraged superintendents to take other roles. Suggestions for improving stability within the superintendency of Guam were offered by former superintendents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579093 Superintendent Turnover in Guam ProQuest LLC Ed.D. Dissertation, Loyola Marymount University 2017-00-00 978-0-3552-1672-1 131 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:10622159 2018 As Provided JAN2020

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No Deafness Autism Educational Practices Qualitative Research Teachers Instruction Classroom Techniques Intervention Educational Strategies Assistive Technology Faculty Development Interviews Observation Lesson Plans Learner Engagement Outcomes of Education Rutledge, Felicia Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this research study was to identify common instructional practices described by teachers of the deaf with students who are deaf with autism that increase both student engagement and instructional outcomes. As the diversity of students increase within deaf/hard of hearing programs, research is emerging in the area of deaf autism. Researchers have identified the population and determined there is a need for practices and strategies to support students within deaf or hard of hearing programs. This qualitative research study recruited eight certified teachers of the deaf. These participants were currently teaching in deaf or hard of hearing programs with three or more years of certifiable teaching experience and had experiences instructing students who are deaf with autism. All participants within the study participated in interviews and six of the participants who were currently instructing students who are deaf with autism were observed during different instructional periods and provided lesson plans. Interviews, observations, and lesson plans were analyzed to determined commonalities of practices and procedures. Teachers described common classroom management strategies, modifications and adaptations to lessons, behavioral interventions, language and communication strategies, technology implementation and utilization, reading strategies and practices, setting selection, and assessment practices and procedures utilized with students who are deaf with autism as well as supports and/or professional development opportunities received when instructing the deaf autistic population. It is evident from the interviews, observations, and review of lesson plans that common practices and strategies include the use of visuals, videos, manipulatives, token economy systems, hearing assistive technology, and instructional technology to increase both student engagement and instructional outcomes. The findings also revealed teachers utilize multiple supports and resources to further their awareness and knowledge base of deaf autism to increase engagement and instructional outcomes of students who are deaf with autism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580102 Deaf Autism: Common Instructional Practices Described by Deaf Educators ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-5455-3 179 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:10636097 2018 As Provided JAN2020

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Yes Acceleration (Education) College Credits Dual Enrollment Educational Trends Advanced Placement Programs Vocational Education Academic Education Tech Prep Distance Education College Readiness High School Students Reports - Descriptive Oregon Oregon Department of Education English Higher Education Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided. ED580103 Accelerated Curriculum & College Credit Opportunities Oregon Department of Education 2011-02-00 6 Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: http://www.ode.state.or.us N/A 2018 0 ERIC JAN2020 ED573021

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Yes Gender Differences College Entrance Examinations Achievement Gap Grade Point Average Scores High School Students Reports - Evaluative ACT Assessment ACT, Inc. English Higher Education Female students who graduated from high school in 2013 averaged higher grades than their male counterparts in all subjects, but male graduates earned higher scores on the math and science sections of the ACT. This information brief looks at high school grade point average and ACT test score by subject and gender ED580104 Gender Gaps in High School GPA and ACT Scores: High School Grade Point Average and ACT Test Score by Subject and Gender. Information Brief 2014-12 ACT, Inc. 2014-03-00 1 ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org N/A 2018 0 ERIC JAN2020 ED573022

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No STEM Education Females Case Studies Semi Structured Interviews Disadvantaged Schools Minority Group Students Science Careers Secondary School Students Ruff, Zachary A. Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education This narrative case study examines a high achieving STEM based high school and its ability to attract, retains, and engage female students. Given the recent importance placed on STEM graduates and STEM careers it is important for schools to understand how they can engage traditionally underserved minorities in STEM fields. The research used a series of semi-structured interviews in an attempt to understand the point of view of the female student participants to try to comprehend the factors that allowed one school to not only attract female students to its program, but also to retain them and keep them engaged throughout their 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.] ED580106 STEM Education: Attracting and Retaining Female Students in Secondary STEM Programs ProQuest LLC Ed.D. Dissertation, Drexel University 2017-00-00 978-0-3553-9086-5 115 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:10635197 2018 As Provided JAN2020

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Yes Educational Quality Educational Improvement Educational Assessment Early Childhood Education Program Evaluation Program Implementation Evaluation Criteria Achievement Rating Design Rating Scales Quality Assurance Zellman, Gail L. Brandon, Richard N. Boller, Kimberly Kreader, J. Lee Reports - Research Washington Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation RAND Corporation Mathematica Policy Research, Inc. National Center for Children in Poverty Child Trends University of Washington, Human Services Policy Center English Early Childhood Education It is important to evaluate Quality Rating and Improvement Systems (QRISs) so that policy makers and stakeholders can learn how well they are working and how they might be improved. Well-designed QRIS evaluations go beyond a "pass/fail" judgment to identify implementation successes and problems and assess what needs to be done to improve the system. A recent evaluation of a small QRIS field test in two communities in Washington State exemplifies what good evaluations can do. The evaluation provided useful findings for both policy makers and program developers by examining both "how" the QRIS was working (an implementation study), and whether the improvement approach was affecting child care quality. The findings informed a larger field test in five locations around the state. The purpose of this document is to encourage high-quality quality rating and improvement systems (QRIS) evaluations by providing timely information on evaluation options to those who may be in positions to authorize, finance, design, and refine QRISs and other quality improvement efforts, including state child care administrators, legislators, and other potential funders such as foundation personnel, as well as child care and early education provider organizations. This Brief presents basic evaluation concepts, useful tools for determining the appropriate design and timing of an evaluation, and evaluation references and resources for those who wish to learn more. Readers should come away with enough background to understand the basic issues in designing evaluations of quality improvement efforts and a stronger sense of their importance. ED580107 Effective Evaluation of Quality Rating and Improvement Systems for Early Care and Education and School-Age Care. Research-to-Policy, Research-to-Practice Brief OPRE 2011-11a Administration for Children & Families 2011-06-00 25 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2018 9 ERIC JAN2020 GS10F0030R ED577788

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No Regular and Special Education Relationship Teacher Collaboration Team Teaching Inclusion Barriers Program Effectiveness Qualitative Research Case Studies Teacher Attitudes Special Education Teachers Middle School Teachers Interviews Lesson Plans Coding Faculty Development Classroom Techniques Cooperative Planning Administrator Role Robinson, Garletta Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Middle Schools In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school teachers' perceptions and attitudes toward shared teacher collaboration in inclusion classrooms. Lave and Wenger's situated learning theory was the conceptual framework. Purposeful sampling was used to select 4 general and 4 special education teachers who worked in middle school coteaching classrooms. Face-to-face interviews and teacher lesson plans were the data sources. Data were analyzed using inductive analysis and open and axial coding strategies. Teachers identified ongoing training emphasizing coteaching models, collaboration, and classroom management strategies, coplanning periods, teacher selection guidelines for inclusion classes, and administrative involvement in collaboration as challenges of and optimal opportunities for working collaboratively. Based on these findings, a 3-day professional development project was designed to support effective teacher collaboration and foster positive communication with administration teams. These endeavors may contribute to positive social change when administrators establish and cultivate a school culture of positive teacher collaboration between general and special education teachers involved in coteaching, thereby improving teachers' coteaching experiences and improving the academic environment for all 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.] ED579094 Perceptions and Attitudes of General and Special Education Teachers toward Collaborative Teaching ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3552-1349-2 143 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:10622862 2018 As Provided JAN2020

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No Culturally Relevant Education Educational Practices Secondary School Teachers Foreign Countries Content Validity Construct Validity Structural Equation Models Factor Analysis Factor Structure Transformational Leadership Instructional Leadership Academic Achievement Organizational Culture Statistical Analysis Predictive Validity Criterion Referenced Tests Han, Jae-Bum Dissertations/Theses - Doctoral Dissertations South Korea EISSN- English Secondary Education The primary goal of this dissertation is to develop and provide preliminary validation for a new measure of culturally responsive practice. This instrument, which is called the Culturally Responsive Practice Scale (CRPS), includes items that reflect ways that teachers teach multicultural students in their classrooms. To accomplish the goal, three studies are presented in this dissertation. In chapter 1, the study sought to develop the initial instrument to measure the construct of culturally responsive practice among teachers in secondary schools in South Korea. Based on the results of analyzing the literatures about culture-oriented pedagogy and of review of the initial items by professionals, the face and content validity has been demonstrated. In addition, the statistical analysis results provided evidence of reliability of the scale of CRP with strong Cronbach values ranging from 0.93 to 0.95. The multidimensional factor structure of the CRP scale received support from the results of EFA and CFA, which yielded the construct validity for the measurement. Finally, the study suggested that the multidimensional construct of CRP has four distinct components: (a) Recognizing student diversity; (b) Acknowledging family background; (c) Teacher efficacy; and (d) Teaching application. Throughout the process of developing the scale, CRP has evidences supporting its validity, especially in face and content validity and construct validity. In the chapter 2, the study aimed to examine the structural relationships among leadership, organizational learning, and culturally responsive practice and to test the mediating effect of organizational learning between leadership and culturally responsive practice. This process also sought evidence for criterion-related validity of the CRP scale. By using structural equation modeling (SEM), confirmatory factor analysis was run to test whether the proposed factor structure and the scales represent the reality. After confirming the measurement model, the causal relationship among organizational learning, transformational leadership, shared instructional leadership, and culturally responsive practice were tested by using SEM, and confirmed by good values of model fit indices ("x[superscript 2]/df" = 2.19, NFI = 0.976 , TLI = 0.954, CFI = 0.972, RMSEA = 0.057, p < 0.001). Finally, the mediating role of organizational learning between principal leadership and culturally responsive practice was tested by decomposing the effects among the four latent variables. The results from the relationship of CRP with school variables offer evidences for criterion-related validity of the CRP scale. The chapter 3 examined not only how the constructs of organizational learning, principal leadership, and culturally responsive practice are related to student achievement in schools, but explored the evidence of predictive validity for CRP. The results show that all school level variables except transformational leadership are statistically significant correlated to student achievement. In addition, the result that mathematics and English as foreign language are correlated to CRP offer tentative evidence for predictive validity of the CRP 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.] ED579095 Developing a Scale for Culturally Responsive Practice: Validation, Relationship with School Organizational Factors, and Application ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3552-0381-3 139 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:10622201 2018 As Provided JAN2020

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No Word Problems (Mathematics) Mathematics Instruction Secondary School Mathematics Textbooks Mathematics Curriculum Problem Solving Qualitative Research Content Analysis Dalton, Mary L. Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Word problems are an integral part of any secondary mathematics curriculum and one purpose has been to prepare students for the real-world--for everyday events as well as workplace problem-solving. Prior literature suggests that word problems have not met this objective, in part, because the textbook problems do not mirror the kinds of problems commonly found in real life situations. In this dissertation, I investigate a sample of word problems from two contemporary non-traditional textbooks to uncover the aspects that may influence if and how the problems might be used in the classroom. I utilize a qualitative content analysis with a directed approach, using the literature to guide my initial codes and categories, and allowing other categories and subcategories to emerge during the analysis. I also conduct a numerical analysis of the data to reveal aspects which may be a common thread between the two books. These analyses allow me to answer the research question: Given that the two books chosen for this study have different approaches, what aspects of "realistic-ness" exist in the textbooks' word problems that encourage students to use their real-world knowledge of the context of the problems? This study suggests that changes to the manner in which problems are presented can be beneficial to re-negotiating the didactical contract. Textbook word problems should be posed in a variety of ways, breaking from the tradition of the three-component structure. Additionally, secondary mathematics textbooks should use scaffolding throughout the curricula to afford students the opportunities to grapple with problems as they would in the real world. This study recommends a digital database to organize and update problems with a real-world 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.] ED579096 Characterizing the "Realistic-Ness" of Word Problems in Secondary Mathematics Textbooks ProQuest LLC Ed.D. Dissertation, Montclair State University 2017-00-00 978-0-3551-8987-2 281 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:10621965 2018 As Provided JAN2020

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No Individualized Instruction Higher Education Blended Learning Technology Integration College Faculty Faculty Development Integrated Learning Systems Phenomenology Technological Literacy Pedagogical Content Knowledge Andragogy Merritt, Jennifer L. Dissertations/Theses - Doctoral Dissertations Texas Illinois EISSN- English Higher Education It is inevitable that campus-based higher education will adopt some form of a hybrid learning approach. For schools and their faculty members, this means the acknowledgment and acceptance of these changes are required. Campus-based higher education faculty members wish to change how they teach courses due to societal demands to better suit the next generation of students. Initially, schools began offering new technology to faculty that wished to use the technology; however, over the years, due to the demands of competition with other schools and next generation, tech-savvy students entering academia, schools are starting to require the use of technology that was once only an option for faculty members. This implementation of incorporating technology into the classroom has faced several roadblocks because what was once considered a simple transition has become more complex due to faculty resistance to new technology, which stems from various limitations, barriers, and perceptions, such as low computer self-efficacy, high computer anxiety, and time to learn new technology. The purpose of this study was to understand how in-service faculty experience individualized training as a method of teaching faculty how to use the technology and integrate it into their courses. The lived experiences and perceptions of in-service faculty regarding individualized training were specifically focused on to determine how individualized instruction was perceived to help or hinder integrating technology into their courses. The focus was the experience Harper College and McLennan Community College's in-service faculty, who experienced training through the group training currently offered by the schools, as well as the proposed individualized training. Higher education faculty from general study areas, such as English, math, and science were invited to participate. The study consisted of a 6-week individualized training program for 12 in-service faculty members (seven completed the study) who previously participated in a group training program about Blackboard. The study was a phenomenological approach in that used interviews to gather information regarding the lived experiences as the basis of analysis. The data for this study were gathered, horizonalized, and analyzed through a 7-step data processing method for phenomenology studies. After the data were analyzed, the findings show how developing a good individualized training program can help in-service faculty members not only integrate technology into their course designs but address any of the limitations or barriers the faculty faced. These findings coincide with the recommendations that training programs need to be developed into a phased approach in which the existing group training should continue but a secondary training program should be developed that incorporates andragogy-based principles and the technological pedagogical content knowledge (TPACK) framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579097 Individualized Instruction as a Faculty Training Strategy for Technology Integration ProQuest LLC Ph.D. Dissertation, Nova Southeastern University 2017-00-00 978-0-3551-9365-7 234 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:10622002 2018 As Provided JAN2020

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Yes Vocabulary Development Teaching Methods Morphemes Linguistic Borrowing Semantics Constructivism (Learning) Taxonomy Definitions Etymology English (Second Language) Second Language Learning Second Language Instruction Foreign Countries Latin Greek Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey EISSN- English Semantics, the study of the meaning of words, is the sum of the basic elements of four skills, namely, reading, writing, speaking and listening effectively. The knowledge of vocabulary words in lexico-semantics, on the other hand, is essential in every grade level, subject area and assessment for every student. In order to improve students' efficiency in the realm of learning and utilizing them in appropriate instances, we must give them means to decode unfamiliar words through such elements called "affixes" and "roots". Based on theories of Constructivism and Bloom's Taxonomy, and in the context of teaching all components of a language and arts curriculum, teaching such common roots and affixes is an effective strategy that would secure them a rich vocabulary. This presentation will call attention to an alternative dimension to traditional vocabulary teaching based on giving definitions of words or eliciting or deducing meaning from context. According to this methodology, first an awareness is given to students that the English words are essentially borrowings from other languages mostly with Latin or Greek origins (roots) formed by additions to them by parts (affixes) attached to their front and end. So by guessing the meaning of unknown words by such elements, learners are assumed to grasp the idea of the whole word. This presentation will serve as an introduction to the issue of the nature and functions of word etymology with semantics and lexico-semantics in learning English vocabulary items both for learners and teachers alike. Keywords: semantics, lexico-semantics, affix, prefix, suffix, root. ED579889 Building English Vocabulary through Roots, Prefixes and Suffixes Online Submission Global Journal of Foreign Language Teaching v5 n1 p44-51 2015 2015-00-00 8 T 2018 14 As Provided JAN2020

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Yes French Suprasegmentals Second Language Learning Second Language Instruction Proverbs Instructional Innovation Teaching Methods Native Language Phonemes Intonation English (Second Language) Metalinguistics Foreign Countries Contrastive Linguistics Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey ISSN-2165-6266 English Junctures are pauses used in speech separating thought-groups from one another in order to give the listener time to digest the utterance to signal the end. Where junctures are present, hearers find it easier to understand what is said as they are able to discern the individual words between such verbal breaks. Junctures being universal suprasegmental features in all languages, learners of foreign languages should also be made aware of their existence and importance while trying to capture the skill of conveying their oral messages intelligibly. In an innovative approach to teach the three forms of junctures, namely, the sustained junctures (short or long pauses in sentences), the falling junctures (pauses after statements) and the rising junctures (pauses after questions) could be demonstrated in a "comparative pairs technique". This technique may involve the matching of some famous proverbs common in both languages (the source and the target languages, i.e. L1 vs. L2) to prove the universality of such suprasegmental elements. For instance, "the sustained juncture" could be taught using such a match as "Friends--may meet--but mountains--never greet--" vs. "Il n'y a que les montagnes--qui ne se rencontrent jamais--" As an example of a "falling juncture", another identical proverb-pair such as: "Rome wasn't built--in a day/"vs. "Paris ne s'est pas fait en un jour /" could be given. And finally for "the rising juncture" yet another pair in the question form this time could be used: "Which--came first--the chicken--or the egg--/Qui est venu en premier--la poule--ou l'oeuf/" Thus, in this presentation, the functions of the terminal junctures will be shown both through English and French proverb examples as suprasegmental phonemes in the intonation of English. We often encounter the challenge of teaching suprasegmentals to foreign language students in Turkey as a serious problem. So comparing identical proverbs while teaching students junctures could increase their awareness of such a feature of oral communication and thus allow them express themselves more clearly and understandably. Keywords: Juncture, Sustained juncture, Falling juncture, Rising juncture, Suprasegmental, Pauses. ED579890 Using English and French Proverbs as Comparative Pairs to Teach the Terminal Junctures Online Submission Journal of Teaching and Education v2 n3 p169-172 2013 2013-00-00 4 N/A 2018 8 As Provided JAN2020

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No Conflict Resolution Theory Practice Relationship Discipline Problems Educational Environment Change Strategies High Schools High School Students Discipline Suspension Expulsion Semi Structured Interviews Teacher Attitudes School Safety At Risk Students Sustainability Anderson, Eleanor Robinson Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Mounting public concern about a school-to-prison pipeline has put schools and districts under increasing pressure to reduce their use of suspensions, expulsions and arrests. Many are turning to restorative justice practices (RJP) as a promising alternative for addressing school discipline and improving school climate. However, implementing RJP in a high-quality, sustainable way has proven to be a persistent challenge. In this dissertation I address several facets of the broad problem: What would it take for restorative justice practices to meaningfully transform school discipline? At the organizational level, I draw on 150 hours of fieldwork I conducted in three high schools, to investigate sources of support both for traditional, exclusionary discipline and for RJP. I find evidence of modest institutionalization of RJP, yet also find that on the whole RJP do not replace exclusionary discipline practices, but rather operate alongside them. Recognizing that the quality and sustainability of new practices rests heavily on how front-line educators interpret their core ideas, I also draw on semi-structured interviews with 80 educators to analyze varying conceptions of RJP at the individual level. I find that different ways of framing the nature of RJP offer overlapping but distinct conceptual resources for recognizing its key features. The dissertation as a whole is undergirded by a conceptual framework for analyzing multi-level persistence and change rooted in theorizing from organization studies and policy implementation as well as the learning sciences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580618 Cultivating Safe and Supportive Schools: The Implementation and Institutionalization of Restorative Justice Practices ProQuest LLC Ph.D. Dissertation, Northwestern University 2017-00-00 978-0-3552-9773-7 175 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:10617414 2018 As Provided JAN2020

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No Qualitative Research Academic Libraries Library Services Case Studies Comparative Analysis Interviews Educational Innovation Universities Beninghove, Linda Scanlon Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education As academic libraries evolve to affirm their place as key partners in research, teaching, and learning in university communities, the process of innovation is one of great importance in the intentional design of library services, resources, and staffing. This dissertation was a qualitative, exploratory research study in which the conceptual framework of Peter Senge's systems thinking was used to examine three case studies representing three universities located in the Western and Midwestern United States. Interviews with 10 participants were conducted to deeply understand the drivers of innovation in academic libraries and how the organizational structure of libraries helps to incubate ideas. The researcher used constant comparative analysis techniques to code and understand the data. Key themes that emerged from the data included the library as laboratory: experimentation and investment in people; collaboration and community: partnerships, communication, and decision-making and funding; student success: 21st century skills, user experience, and student feedback and development; and organizational structure: changing perception and reorganization and the evolving library 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.] ED580619 Exploring Innovation: A Qualitative Study of Academic Libraries ProQuest LLC Ed.D. Dissertation, New Jersey City University 2016-00-00 978-0-3554-6694-2 214 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:10618095 2018 As Provided JAN2020

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No Equal Education Mathematics Education Social Justice Student Projects Problem Based Learning Identification (Psychology) Teaching Methods At Risk Students Power Structure Social Bias Racial Bias Meta Analysis Grade 9 STEM Education Geometry Magnet Schools Educational Environment Ethnography Observation Interaction Interpersonal Relationship Photography Video Technology Interviews Focus Groups African American Students Females Experiential Learning Harper, Frances Kay Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 9 This dissertation builds on and extends research on the relationship between equity-minded mathematics teaching, specifically teaching mathematics for social justice, complex instruction, and project-based learning, and students' learning and identity development. Although different in their structures and strategies, equity-minded mathematics teaching approaches focus on supporting historically marginalized students to see themselves as capable learners, does, and users of mathematics by challenging power structures that perpetuate inequity within mathematics and mathematics classrooms. Three manuscripts, which attend to how students who are historically marginalized in mathematics negotiate the focus on identity and power within equity-minded mathematics teaching approaches, make up the main portion of this dissertation. Each manuscript is a self-contained empirical study, with its own research questions addressed through relevant literature, data sources, analysis, findings, and discussion. The first manuscript explores the possibilities and limitations of teaching mathematics for social justice to address racially-based inequities and injustices, in mathematics education and in society more broadly. Through a metasynthesis of thirty-five qualitative reports of social justice mathematics enactments in diverse classroom contexts, findings illuminate a set of evidence-based, promising practices that might help teachers manage tensions that arise when integrating mathematics goals and social justice, towards ensuring anti-racist enactments of teaching mathematics for social justice. The context for the other two manuscripts was a 9th grade geometry class in a STEM-themed, open-enrollment magnet school with a diverse racial and ethnic student population. The teacher in this classroom strove to create an environment that encouraged out-of-school experiences and identities as part of mathematics activity by using a hybrid blend of project-based learning, complex instruction, and teaching mathematics for social justice. Over a yearlong ethnography, I observed classroom interactions and relationships, which were recorded through field notes, photos, and video, and I conducted interviews with individual students and focus groups. The analysis framed learning as identity development, which was operationalized using a figured worlds theoretical framework. The second manuscript in this dissertation describes how students collectively negotiated the emphasis on identity and power across three project-based learning projects, which integrated complex instruction strategies and focused on exploring social justice questions about access to quality and affordable food. The third manuscript focused specifically on the voice of Black girls and their construction of "hands on" mathematics as humanizing within the project-based learning context. Together, findings amplify the voices and experiences of students who are historically marginalized in mathematics and contribute to the field's understanding of how students can reconstruct intended instructional goals and approaches on their own terms. The other two chapters in this dissertation include an introduction and conclusion. The introduction provides an overview of this dissertation and describes how I came to this work. The concluding remarks summarize and synthesize the three empirical studies and offer possibilities for moving forward into an Assistant Professor 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.] ED579098 Equitable Mathematics Teaching and Learning in Practice: Exploring Students' Negotiations of Identity and Power ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3551-9367-1 209 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:10622011 2018 As Provided JAN2020

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No Urban Schools Educational Technology Technology Uses in Education Teacher Surveys Teaching Skills Technological Literacy Mixed Methods Research Case Studies Teacher Attitudes Self Efficacy Technology Integration Teacher Competencies Interviews Coding Educational Resources Technical Support Byrd, Nijia Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences teachers have had with technology integration in daily teaching practices, their self-perceived competency level and self-efficacy regarding technology, their attitudes about provided professional development and time and resources provided for their collaborative professional work, and perceptions about their technology related professional development needs. A purposeful sample of 35 teachers was used to collect quantitative data through a survey and 8 of these teachers were interviewed. Interview data were transcribed, coded, and member checked. Three themes emerged: teacher-centered versus student-centered use; necessity of differentiated professional development; and lack of support, resources, and time. Descriptive analysis revealed that most teachers were using technology daily. Factors contributing to the frequency and quality of technology use included resources, support, and self-efficacy. As a model intervention, the final outcome is a comprehensive professional development plan to provide teachers with a platform to share and improve their teaching practices, which when implemented will offer positive social change, in the form of support for these and other teachers, which will lead to improvements in teaching and learning and achievement of educational 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.] ED579099 Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3551-9847-8 136 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:10622029 2018 As Provided JAN2020

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No Multilingualism Social Media Social Networks Grammar Language Styles Code Switching (Language) Computer Mediated Communication Spelling Language Usage Visual Aids Nonverbal Communication Language Processing Discourse Analysis Computational Linguistics Londhe, Nikhil Dissertations/Theses - Doctoral Dissertations EISSN- English The ubiquitous hashtag has disruptively transformed how news stories are reported and shared across social media networks. Often, such text streams are massively multilingual with 50 different languages on an average and contain a combination of subjective user opinion, objective evolving information about the story and unrelated spam. This is in addition to the usual challenges of processing social media content like lack of grammar, stylized spellings and usage of slang, emojis and emoticons. Further, language dense regions frequently exhibit code switching and code mixing, where users switch between languages in a single post with or without retaining a single writing system. So far, most research on parsing such streams has largely resorted to piecemeal and language specific approaches. As part of this work, we propose a processing pipeline with two salient features. First, we show how the topical and temporal relationships between the posts can be utilized for language agnostic discourse interpretation. Second, we also show how bootstrapping for incremental parsing can lead to an improved system performance and propose an end to end pipeline to that effect. We explore how the said pipeline can be utilized for two sample use cases--question answering and summarization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580620 A Bootstrapped Approach to Multilingual Text Stream Parsing ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-1016-0 146 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:10620498 2018 As Provided JAN2020

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No School Orientation Program Development Program Evaluation School Districts Student Needs Needs Assessment Strategic Planning Orientation Materials Guides Program Effectiveness Educational Needs Discipline Problems Referral Fidelity Student Satisfaction Parent Attitudes Audits (Verification) Elementary Secondary Education Student Surveys Parent Surveys Academic Achievement Social Support Groups Klein, Jeffrey Dissertations/Theses - Doctoral Dissertations Delaware EISSN- English Elementary Secondary Education In 2009, district data revealed that new students at Appoquinimink School District (ASD) were struggling academically and socially. Several specific steps were taken to improve the outcomes of these new students. First, an in-depth review of the relevant data regarding new students in the district was conducted. A white paper on relevant research about new students and successful strategies to support them was created to guide district efforts going forward. Based on these first two steps, goals were created and formalized in the district's strategic plan to address new students' needs. To achieve these goals, ASD adopted two key strategies: a beginning-of year data sheet and a New Student Orientation Handbook. The beginning-of-year data sheet provided school staff with valuable information on new students while the Handbook listed the supports that should be provided to new students. Based upon a "status check" conducted shortly after the New Student Orientation, improvement strategies were enacted. We concluded that the program was effective in increasing instructional staff awareness of who the new students were in their classes as well as their instructional needs. Additionally, there was evidence that some reduction in the discrepancy of discipline referrals between new and established students took place. An evaluation at the end of the school year examined both the fidelity of implementation of the orientation program and students' and parents' satisfaction with the program. An audit to determine whether student orientation procedures were followed revealed that many schools seemed to be inconsistently implementing key elements of the orientation program. Procedures were followed with more fidelity at the elementary level than at the secondary level. Although the majority of the schools provided welcome packets, completed the new student inventories, and provided the incoming students with at least some type of orientation to the school, the secondary schools often did not have their teachers or counselors provide a phone call home or create success plans for new students. Results of the student and parent surveys indicated that school staff were typically very welcoming to new students and opened to assisting them when they needed help. Additionally, the students and parents both reported relatively positive experiences and reported being largely satisfied with their new school. Analyses of academic achievement data suggested that both new and established students saw the same amount of within-year scale score growth, but new students started the school year significantly underperforming established students (in both ELA and Math) and also ended the year underperforming, too. Based upon these findings, three recommendations were made. First, we should focus our efforts on providing new students a formal orientation to the school and strengthening communication regarding their child's progress to the parents of new students. Orientation activities promised to parents and students upon registration need to be provided. All students should be provided an orientation to the school itself, including being shown the layout of the buildings and location of classes. Parents should be contacted via email or phone to be given feedback on their child's academic performance and adjustment to their new school. Next, we should understand that not all new students are coming to our district's schools from similar circumstances and enter with a variety of strengths and weaknesses. It is important not to develop a "one-size-fits-all" approach to meeting their diverse needs. Doing so will result in time and resources being devoted to unwarranted circumstances and will decrease the effectiveness of efforts to assist new students. Instead, interventions and supports need to be tailored to meet each individual student's needs. The final recommendation is that we should identify academic struggles early and provide additional support immediately. Our evidence indicates that new students enter the school district performing worse than their established peers and finish the school year behind these peers, too. Although new students are making the same amount of growth as established students and thus not falling further behind after entry in our schools, students who are in need of additional academic supports should receive these interventions in a timely manner in order to close the 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.] ED580621 The Development and Evaluation of a New Student Orientation Program for a Growing School District ProQuest LLC D.Ed. Dissertation, University of Delaware 2017-00-00 978-0-3554-6631-7 275 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:10618248 2018 As Provided JAN2020

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Yes Conference Papers Educational Technology Technology Uses in Education Educational Games Online Courses Student Attitudes Thinking Skills Cognitive Processes Cooperative Learning Asynchronous Communication Group Discussion Models Supervision Graduate Study Cultural Awareness Leadership Training Prior Learning Animation Computer Science Teacher Attitudes Curriculum Video Technology Multimedia Instruction Learning Processes Internet Safety Prevention Bullying Computer Mediated Communication Technology Integration Decision Making Faculty Development Self Evaluation (Individuals) Competence Integrity Case Studies Active Learning Chemistry Pharmaceutical Education Blended Learning Computer Simulation Technological Literacy Preservice Teachers Teacher Competencies Social Networks Foreign Countries Simonson, Michael, Ed. Seepersaud, Deborah, Ed. Collected Works - Proceedings Turkey Thailand Association for Educational Communications and Technology English Higher Education For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. Volume 1 contains the following 19 papers: (1) Gamification for Change: A New Approach to Investigate Students' Attitudes toward Educational Gamification in Online Learning Environments (Sumayah Abu-Dawood); (2) Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Text Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums (Jenifer R. Marquis and Ginger S. Watson); (3) Online Learning Design and Implementation Models: A Model Validation Study Using Expert Instructional Designers (Ann Armstrong and Albert Gale); (4) Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision (Hawazen Alharbi and Michele Jacobsen); (5) Diversity Training in Organization Settings: Effective and Ethical Approaches for Change Leaders (Ashley McArthur and Nancy B. Hastings); (6) Hey, Want to Play? "Kahooting" to Win the Learning Game (Papia Bawa); (7) An Examination of Prior Knowledge and Cueing Effects in an Animation (Ismahan Arslan-Ari); (8) Teacher Perceptions of the Adaptation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation (Suhkyung Shin, Jongpil Cheon, and Sungwon Shin); (9) Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy (Miguel Ramlatchan and Ginger S. Watson); (10) The Effects of Visible-Annotation Tool on the Learning Process and Learning Outcome in CSCL (Yoonhee Shin, Jaewon Jung, and Dongsik Kim); (11) Pre-Service ICT Teachers' Recommendations for School Internet Safety (Sanser Bulu, Melike Kavuk-Kalender, and Hafize Keser); (12) Turkish Schools' Readiness for Preventing Cyberbullying (Melike Kavuk-Kalender, Hafize Keser, and Sanser Bulu); (13) Examining Technology Integration Decision-Making Processes and Identifying Professional Development Needs of International Teachers (Medha Dalal, Leanna Archambault, and Catharyn Shelton); (14) Integrating Learning Analytics into Workforce Education to Develop Self-Assessment Competency (Lin Zhong); (15) Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments (Berhane Teclehaimanot, Sue Ann Hochberg, Diana Franz, Mingli Xiao, and Jiyu You); (16) Changing Student Performance and Perceptions through Productive Failure: Active Learning for Applied Chemistry in Pharmaceutics (Dan Cernusca and Sanku Mallik); (17) The Construction of Sentiment Lexicon in Educational Field Based on Word2vec (Xiang Feng and Longhui Qiu); (18) Blended Instruction by Using Simulation Method Teaching to Enhance Digital Literacy for Student Teachers in Thailand (Sumalee Chuachai); and (19) Social Network Use Preferences of Pre-Service ICT Teachers (Omer Faruk Islim and Nese Sevim Cirak). (Individual papers contain references.) [For Volume 2, see ED580817.] ED580816 Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (40th, Jacksonville, Florida, 2017). Volume 1 Association for Educational Communications and Technology 2017-00-00 153 Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org T 2018 ERIC JAN2020

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Yes Conference Papers Educational Technology Technology Uses in Education Teaching Methods Evaluation Methods Technology Integration Telecommunications Handheld Devices Learner Engagement STEM Education Educational Games Social Change Art Education Learning Readiness Test Construction Peer Teaching Teamwork Problem Solving Nontraditional Students Time Communities of Practice Teacher Participation Student Participation Librarians Change Strategies English Language Learners Language Tests Cultural Awareness Large Group Instruction Online Courses Instructional Design Simonson, Michael, Ed. Seepersaud, Deborah, Ed. Collected Works - Proceedings Association for Educational Communications and Technology English For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 14 paper in Volume 2 include: (1) Technology in Support of Diverse Assessment (Gary L. Ackerman); (2) Changing with the Times: How Do We Lead Technology Integration, Including Mobile Devices, in Schools? (Stacie Barnett-Slusher); (3) A Systems Solution for Engaging Learners in STEM Learning (Anthony Betrus, Steven Canning, and Marshall Hughes); (4) Game-for-Social-Change: A Way Home--A Game to Teach Players about a Serious Topic While Driving Civic Engagement (Suzanne Ensmann); (5) STEAM Powered Tools for Art Education (David Gardner and Colby Parsons); (6) Wearable Computers: Past, Present, and Future Possibilities (Byron Havard, Courtney Hyland, Megan Podsiad, and Nancy B. Hastings); (7) Design and Development of a Tool to determine E-learning Readiness (Cathy James-Springer and Katherine Cennamo); (8) Peer-Led Team Learning in a Problem-Solving Course: Lessons Learned (Miguel Lara); (9) Non-Traditional Students--Leading the Charge to Change the Respect of Student Time in the Online Classroom (Tammy McClain-Smith); (10) TILC: An Innovative Learning Community Leading Educational Change (Gabriela A. Mendez, Jason Karp, and Jennifer L. Reeves); (11) OMG! Leading and Learning to Create Faculty and Student Engagement Opportunities (Gabriela A. Mendez, Jennifer L. Reeves, and Jason Karp); (12) Future Ready Librarians and OERs Lead Learning for Change (Heather Morin); (13) Evaluation of the Duolingo English Test: Implications for K-12 English Language Learners (ELL) (Cara A. North, Anna R. Leach, Natalie R. Gintert, Tim Nunn, and Ana-Paula Correia); and (14) An Exploration of the Enhancing Student's Cross-Cultural Competence in Ubiquitous MOOC Instructional Design Model (Boonrat Plangsorn, Jaitip Na-Songkhla, and Lara M. Luetkehans). (Individual papers contain references. [For Volume 1, see ED580816.] ED580817 Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (40th, Jacksonville, Florida, 2017). Volume 2 Association for Educational Communications and Technology 2017-00-00 73 Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org T 2018 ERIC JAN2020

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No Alternative Teacher Certification Case Studies Teacher Attitudes Knowledge Base for Teaching Preservice Teacher Education Mentors Beginning Teachers Beginning Teacher Induction Hines, Titus M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education In recent years, school officials have observed that many of the novice, alternate route teachers hired into the educational staff of schools around the country have struggled with various aspects of the teaching profession, such as classroom management, implementation of classroom instruction and motivating students. Many times, alternate route teachers have not been successful and ultimately have left the field of education feeling as though they failed themselves, their administrators and their students. Knowing that many states have experienced a shortage of teachers, retaining alternate route teachers and making sure that they experience success in the classroom is paramount. The purpose of this case study is to assess the beliefs of alternate route teachers with little or no teaching experience regarding what they believe to be important when it comes to teaching knowledge, pre-service training and mentoring of new and prospective alternate route teachers. This study may provide valuable insights for alternate route preparation programs and to schools and districts' mentoring programs as schools engage in retaining novice alternate route teachers while also grooming them to become successful and effective classroom instructors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580622 Alternate Route Teachers' Perceptions of Teaching Knowledge, Pre-Service Preparation and Mentoring ProQuest LLC Ed.D. Dissertation, William Carey University 2017-00-00 978-0-3554-8954-5 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10618041 2018 As Provided JAN2020

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No Elementary School Teachers Teacher Attitudes Resistance (Psychology) Curriculum Implementation Praxis Decision Making Culturally Relevant Education Whites Females Suburban Schools Diversity (Institutional) Educational Practices Faculty Development Educational Environment Classroom Techniques Social Capital Politics of Education Owens, Darya Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students' literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students' literacy skills. This paper analyzes teachers' praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers' pedagogical choices in relation to resistance? The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity. Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students' literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students' social capital instead. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580623 Teachers' Pedagogical Resistance to Prescribed Curriculum ProQuest LLC Ph.D. Dissertation, Wayne State University 2017-00-00 978-0-3554-6923-3 179 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:10599931 2018 As Provided JAN2020

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Yes Dyslexia Disability Identification Educational Environment Student Needs Cognitive Style Memory Phonology Grammar Syntax Case Studies Foreign Countries Tsampalas, Evangelos Dimitrios, Sarris Papadimitropoulou, Panagoula Vergou, Maria Zakopoulou, Victoria Reports - Research Journal Articles Greece ISSN-2501-2428 English The difficulty in reading and writing, spelling mistakes and poor speech are considered as the main elements that characterize students with dyslexia. If one thinks that most of the things in a class are based on writing and reading, then the importance of such a learning difficulty is that it is recognized as soon as possible and with appropriate strategies that people with dyslexia can be helped in their progress. The main aim of the current study was to stress the contribution of early diagnosis of dyslexia to the creation of effective learning environments based on individual learning difficulties, learning styles, and learning paths. To this end, were studied different difficulties in the domains of memory, phonology, grammar, and syntax differentiated the learning styles as well as the strategies of each case, resulting to the implementation of multisensory individualized teaching approaches. Conclusively, early diagnosis of dyslexia as well as multisensory intervention approaches were considered as the most effective factors in the improvement of the two cases learning achievement. ED580818 Learning Paths and Learning Styles in Dyslexia: Possibilites and Effectiveness--Case Study of Two Elementary School Students Aged 7 Years Old Online Submission European Journal of Special Education Research v3 n1 p25-41 2018 2018-00-00 17 N/A 2018 59 As Provided JAN2020

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Yes Higher Education Language Proficiency Student Mobility Foreign Countries Correlation Receptive Language Expressive Language Scores Student Attitudes English (Second Language) College Students Study Abroad Language Skills Written Language Oral Language Language Tests Ünver, Meral Melek Sahin, Murat Dogan Journal Articles Reports - Research Turkey ISSN-2537-1754 English Higher Education University education is characterized by the atmosphere and opportunities offered to students to help master new skills, develop existing ones, realize and accept cultural diversity, hence broaden their horizons. Compared to past, students now have numerous alternatives either in the university in their home country or abroad. According to the statistics, 10% of the students graduated from university in the mid-1990s had studied abroad for different time periods (Jahr, Schomburg & Teichler, 2002). Undoubtedly, this number has probably increased given the fact that developments in technology have resulted in obvious easiness in communication and transportation. More importantly, there are now student exchange programs like Erasmus+ that help support student mobility. ED580819 An Exploration of the Effectiveness of a Language Proficiency Test for Student Mobility Online Submission European Journal of Foreign Language Teaching v2 n2 p158-169 2017 2017-00-00 12 N/A 2018 7 As Provided JAN2020

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Yes Foreign Countries Second Language Learning English (Second Language) Listening Skills Listening Comprehension Instructional Materials Limited English Speaking Novices Video Technology Technology Uses in Education Learning Activities Teaching Methods Unver, Meral M. Journal Articles Reports - Descriptive Tests/Questionnaires Turkey ISSN-2501-7136 English In real life, people are exposed to various listening situations ranging from songs to chatting in social occasions (Ur, 1984). The variety of topics and nature of real-life listening situations put strain on learners of English; therefore, textbooks for language teaching are aimed to reflect these real life situations. However, listening, as stated "the Cinderella skill" by Nunan (1999), is the skill learners experience difficulty, hence low self-confidence, especially in low language levels. This paper aims at sharing ideas about using authentic materials in a language classroom with low-level learners of English in a non-English spoken environment to practise listening skills in particular listening for gist and specific information. It is especially low-level learners holding negative attitudes towards listening and expressing frustration even if they listen to it for gist, which results in low self-esteem and self-efficacy. The results show that there is a way to save "the Cinderella skill" by carefully chosen authentic material and well-prepared activities to foster low-level learners' listening comprehension as well as self-confidence. ED580820 The Use of Authentic Materials with Low-Level Learners of English Online Submission European Journal of English Language Teaching v2 n1 p75-92 2017 2017-00-00 18 N/A 2018 22 As Provided JAN2020

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No College Freshmen Private Colleges Remedial Instruction Required Courses Outcomes of Education Mixed Methods Research Case Studies Comparative Analysis Academic Achievement Student College Relationship Student Costs Choate, Carolyn A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The current study was designed to investigate the student level economic, social, and academic consequences of remedial courses in one private university during the Fall 2006 through Fall 2016 academic semesters. The researcher specifically considering the potential effects of required remedial coursework on first year college students from the perspectives of first year college students enrolled or previously enrolled and college remedial educators at one university. To that end, this exploratory sequential mixed methods design compared different perspectives drawn from qualitative and quantitative data to develop an understanding for the best use of remedial classes and more so, investigate the effects for first year college students being required to enroll in remedial courses. Additionally, the researcher utilized a two-phase data collection process from multiple data sources to investigate the academic, social, and economic effects for students who were required to take remedial courses in college. Once collected, the researcher evaluated the data by examining student participant characteristic variables (gender, ethnicity, number of remedial courses required, and graduation rate) as predictors. Further the researcher evaluated the perspectives of developmental educators and students to determine the structure and support of the remedial coursework and how it influenced student attrition. Results of the quantitative analyses were consistent with prior research. Qualitative results revealed first year college students required to take remedial courses experienced concerns about the economic constraints and personal disappointment. Academically, it was determined the remedial/developmental courses had a positive impact for students to pursue regular credit earning courses and served to support academic requirements. Students indicated they felt supported by the institution and were provided opportunities to be successful. Finally, students reported the additional financial constraints of being required to take remedial/developmental courses were significant due to the additional tuition requirement for classes that do not count toward graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580108 An Investigation into the Academic, Social, and Economic Effects of Requisite Remedial Courses for First Year College Students: A Mixed Methods Case Study of One Private University ProQuest LLC Ed.D. Dissertation, Texas Wesleyan University 2017-00-00 978-0-3553-7558-9 123 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:10636420 2018 As Provided JAN2020

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No Principals Administrator Evaluation Administrator Effectiveness Educational Change Leadership Styles Accountability Case Studies Administrator Attitudes Standards Semi Structured Interviews Content Analysis Program Effectiveness Kindred, Donna Michelle Dissertations/Theses - Doctoral Dissertations Texas EISSN- English The 21st-century job description for school principals requires greater areas of leadership and accountability utilizing student data to improve instruction as mandated by state legislative reforms. The Principal's accountability is measured using the principal evaluation system. The general problem is that many principal evaluation systems are not consistent with design, performance standards, or the implementation process. The principal evaluation system not seen as the priority to foster effectiveness, resulting in ambiguity on accountability and leadership efforts. Further research is needed to explore bringing awareness to the principal about his or her effectiveness and utilize the realities as a learning process through the Texas Principal Evaluation Support System (T-PESS). The purpose of this case study was to investigate whether the principals in Northeastern Texas' perception of effectiveness aligns with the performance standards of the T-PESS, and give voice to the evaluated principals on the legitimacy of the principal evaluation system. The study participants comprised 22 principals with five or more years in a leadership role and 10 or more in the field of education. The qualitative data collected for the study consisted of a semi-structured, one-to-one interview protocol and the document analysis, voluntarily provided 2014-2015 and 2015-2016 Principal Evaluation Summative Reports/secondary data set. Interview sessions were audio recorded to ensure accuracy in transcription and coding. The results provided a contextual view of leadership practices and the use of the evaluation system to measure the principals' effectiveness on student achievement and teacher pedagogy. The results revealed five factors to take into account when using the principal evaluation system to measure principal effectiveness; principal's job too complex, inconsistencies in measurement, evaluator biases, campus diversity irrelevant, and a campus need-assessment more accurately identifies the principal's effect on student achievement. Further results indicate the T-PESS is more comprehensive in identifying the principal's effect on teacher pedagogy. The conclusions indicated effective principals do the job regardless of evaluation but utilize it for accountability. Further research must consider all school districts, states, and principal levels for further generalizations, update preparatory program standards, and ensure the growth and development of future principals to 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.] ED580109 Federal Reform, Principal Evaluation System, or Leadership Style: The Influence of Principal Effectiveness ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-1874-3 208 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:10635675 2018 As Provided JAN2020

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Yes College Readiness High School Graduates College Bound Students Advanced Placement Student Placement Socioeconomic Status Remedial Instruction Student Needs Institutional Characteristics Enrollment Trends Academic Degrees Intellectual Disciplines Academic Achievement Academic Persistence Public Colleges Racial Differences Ethnicity Private Colleges Reports - Evaluative Numerical/Quantitative Data Indiana Indiana Commission for Higher Education English High Schools This 2011 Indiana College Readiness Report provides statistics for the state of Indiana on the following: (1) High School Graduates Enrolling in College; (2) High School Graduate Enrollment by College Type; (3) Indiana Public College Students Needing Remediation; (4) Indiana Public College Remediation by Subject; (5) Indiana Public College Enrollment by College; (6) Indiana Public College Enrollment by Degree Type; (7) Indiana Public College Enrollment by Status; (8) Indiana Public College Enrollment by Program Type; (9) Indiana Public College Student Performance; and (10) Indiana Public College Student Persistence. ED580110 Indiana College Readiness Report: 2011 High School Graduates, State of Indiana Indiana Commission for Higher Education 2015-03-03 6 Indiana Commission for Higher Education. 101 West Ohio Street Suite 550, Indianapolis, IN 46204. Tel: 317-464-4400; Fax: 317-46-4410; Web site: http://www.in.gov/che N/A 2018 0 ERIC JAN2020 ED573046

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No Inclusion Elementary School Teachers Disabilities Elementary School Students Children Mainstreaming Attitudes toward Disabilities Grade 1 Teacher Education Cassiere, Amanda Rose Dissertations/Theses - Doctoral Dissertations New York EISSN- English Elementary Education Evidence consistently reveals that taking part in an inclusion classroom does not guarantee that children with disabilities will be accepted, valued, or included (Lindsay & Edwards, 2012; Rillota & Nettelbeck, 2007; Ison et al., 2010). Children with disabilities have been reported to have significantly less friendships and overall social participation within the school environment (Ison et al., 2010). With the growing number of youth with disabilities in the United States and the important push for education in the least restrictive environment (Currie & Kahn, 2012), it is concerning that so many of these children are still feeling devalued among their typically developing peers. Since the 1980s, disability awareness programs have incorporated activities to increase knowledge and understanding of disabilities as a means to improve attitudes toward and acceptance of the growing number of children being mainstreamed (Lindsay & Edwards, 2012). However, these programs are often disjointed from the general education teachers and the general curriculum, and rarely extend the length of an entire academic year; this is a potential cause of their short-lived impact (Lindsay & Edwards, 2012; Rillota & Nettelbeck, 2007; Ison et al., 2010; de Boer, Pijl, Minnaert & Post, 2014; Hurst et al., 2012; Hunt & Hunt, 2004; Favazza, Phillipsen & Kumar, 2000; Freeman 2000). This doctoral project, "Inclusion through Infusion: Disability Awareness Training for Elementary Educators," seeks to develop an evidence-based solution to the challenges outlined above. This teacher training program strives to provide education, support and structure for implementation of disability modules "within" the general curriculum of a New York State first grade inclusion classroom. The program modules aim to eliminate barriers to implementation, such as lack of academic time, knowledge, and confidence in educators, with the greater goal of improving typically developing children's attitude towards and acceptance of their peers 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.] ED580111 Inclusion through Infusion: Disability Awareness Training for Elementary Educators ProQuest LLC O.T.D. Dissertation, Boston University 2017-00-00 978-0-3554-5641-7 118 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:10636009 2018 As Provided JAN2020

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No Perceptual Impairments Neurological Impairments Sensory Experience Children Case Studies Semi Structured Interviews Family Structure Family Environment Social Support Groups Scotch, Melissa Dawn Dissertations/Theses - Doctoral Dissertations EISSN- English Sensory processing disorder (SPD) is a neurological condition that alters the way an individual perceives sensory information. Although the condition has been studied for more than 40 years, SPD remains a difficult condition to diagnose, treat, and live with because it affects individuals uniquely, and the symptoms can change from childhood to adulthood. For children diagnosed with SPD, the misinterpretation of sensory cues can cause difficulties in family, social, and academic settings. While there is some research on the assessment and treatment of SPD, what is missing is a deeper understanding of the family, social and academic challenges these children and their families face. The purpose of this case study was to examine the experiences of children diagnosed with SPD, as told by 4 parents and their occupational therapist in semi-structured interviews. Four themes emerged from the analysis: family dynamics (challenges within the family structure), support impact (seeking and having support), emotion and balance (overcoming the struggles related to the emotional demand), and an SPD child (the search for balance for the child and the family). The results may serve as a catalyst to encourage positive social change for the children with SPD and their families by expanding the available knowledge on the challenges of SPD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580112 The Experience of Children Living with Sensory Processing Disorder ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-9930-1 101 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:10636372 2018 As Provided JAN2020

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Yes Urban Schools School Districts Charter Schools Partnerships in Education Mixed Methods Research Surveys Interviews Observation Program Evaluation Program Implementation Educational Quality Equal Education Capacity Building Program Descriptions Educational Practices Litt, J. Fishel, G. Reports - Evaluative New York (New York) New York City Department of Education English The Office of School Design and Charter Partnerships (OSDCP) at the New York City Department of Education (DOE) developed and executed a plan for district-charter collaboration, which they called the District-Charter Partnerships (DCP) initiative. This document describes the results of a mixed-method study of DCP conducted during the 2016-17 school year, which was the first full year of DCP implementation. Drawing on surveys, interviews, and program observations, it highlights promising practices for structuring and fostering deep and meaningful cross-sector collaboration, as well as the challenges and early outcomes of these efforts. It concludes by highlighting structures developed to achieve sustainability of DCP, so that both sectors continue to work in partnership to ensure that there is equity and excellence for all New York City students. ED580113 District-Charter Partnerships: Collaboration to Advance Teaching and Learning in New York City. Year 1 Evaluation Results (2016-17) New York City Department of Education 2017-00-00 24 New York City Department of Education. 52 Chambers Street, New York, NY 10007. e-mail: RPSGResearch@schools.nyc.gov; Web site: http://schools.nyc.gov/default.htm N/A 2018 0 ERIC JAN2020

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No Manufacturing Sustainability Leadership Responsibility Resistance to Change Program Implementation Change Strategies Interviews Audio Equipment Coding Interpersonal Communication Employees Social Change Barriers Burmester, Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English Approximately 80% of lean manufacturing program initiatives are abandoned in the first year of implementation. Only 2% of organizations that embark on the lean journey complete it with the results and the sustainability they expected. There is a gap in past research regarding, the leadership strategies organizations can use to overcome resistance to change during lean manufacturing program implementations. The problem in this study was that leaders have limited information to overcome resistance to change when implementing these programs. The purpose of this study was to explore how leaders within manufacturing organizations may overcome resistance to change through leadership strategy. The conceptual framework was Kotter's 8 steps of change. Data were collected from 20 participant interviews with leaders who implemented lean manufacturing programs successfully and sustainably in their organizations. The data analysis for this study consisted of repeated reviews of transcription and audio-recorded data that resulted in the coding of themes from participant interviews. The data analysis resulted in 12 themes that emerged from significant statements made through participant responses. Results indicated that senior leadership participation and communication are the main strategies needed to overcome resistance to change during lean manufacturing program implementations. Followed by allowing employees to experiment with processes for their areas, training, and process alignment for a comprehensive strategy. The implications of positive social change within this study are to provide a positive perspective to organizational leaders looking to deploy lean manufacturing change initiatives and to help leaders overcome employee resistance to the organizational changes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580115 Qualitative Examination of Strategies to Overcome Resistance to Change in Lean Manufacturing ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-5323-5 189 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:10636396 2018 As Provided JAN2020

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No Competency Based Education Military Training Military Personnel Comparative Analysis Pretests Posttests Statistical Significance Academic Achievement Achievement Gains Effect Size Statistical Analysis Scores Houser, Bonnie L. Dissertations/Theses - Doctoral Dissertations EISSN- English There are relatively few empirical studies that examine whether using a competency-based education (CBE) approach results in increased student learning or achievement when compared to traditional education approaches. This study uses a quantitative research methodology, a nonexperimental comparative descriptive research design, and a two-group pretest-posttest comparison of archival data to investigate whether a statistically significant difference exists between the gains in student achievement of institutional competencies for students who attended a traditional version of the U.S. Air Force resident Noncommissioned Officer (NCO) Academy in 2011 and the gains in student achievement of institutional competencies for students who attended a redesigned CBE version of the resident NCO Academy in 2013. The population studied consisted of 18,002 students that attended the NCO Academy in 2011 and 2013. Using a power analysis on repeated measures analysis of variance (ANOVA) with two groups (2011 sample and 2013 sample), two measurements (pretest and posttest), power of 0.80 (80%), small effect size (f = 0.10), and alpha level of 0.01 (99% confidence level), the sample size was determined to be 62. A random sample of 62 students was selected from the 2011 and the 2013 NCO Academy populations and the archived data from their pretest-posttest scores were analyzed using a repeated-measures ANOVA test. The findings revealed that a statistically significant difference exists between the gain scores of students who attended the 2011 traditional (content-based) course and the gain scores of students who attended the 2013 redesigned CBE (outcomes-based) course, F(1, 120) = 5.73, p = 0.018. The 2013 CBE NCO Academy students had slightly higher gains in student achievement than the 2011 traditional NCO Academy 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.] ED580116 Competency-Based Education: A Quantitative Study of the U.S. Air Force Noncommissioned Officer Academy ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3553-5454-6 156 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:10636028 2018 As Provided JAN2020

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No Graphic Arts Design Job Skills Qualitative Research Phenomenology Competence Curriculum Interviews Participant Observation Professional Personnel Interpersonal Communication Criticism Teamwork Ability Critical Thinking Professional Continuing Education Higher Education Case Studies Beller, Shannon Dissertations/Theses - Doctoral Dissertations South Dakota Iowa EISSN- English Adult Education This study examined the phenomenon of what it takes to be a successful graphic designer. With an identity crisis in graphic design education, design curriculum is faced with uncertainties. With the diversity of programs and degrees in graphic design, the competencies and skills developed among the various programs reflect different purposes, thus leaving graphic design to carry many meanings. A qualitative, phenomenological approach was used to understand the essence of what it takes for graphic designers to be successful in the field of graphic design. This study also identified competencies and experiences graphic design professionals are looking for among entry-level graphic designers in order to build a more effective design curriculum. The researcher used open-ended interview protocol along with field-notes and participant observation for data collection. Criterion sampling was used to identify participants; interviews were conducted with nine graphic design professionals working in Iowa and South Dakota. Criteria for participant selection included: five or more years of experience in the field of graphic design, be currently employed within the field of graphic design in Iowa or South Dakota, and have at least either a B.A., B.S., or B.F.A in graphic design or related field. Seven themes emerged as a result of data analysis. Those include 1) it's business, not personal; overcoming criticism; 2) communication; 3) teamwork, 4) natural ability; 5) critical thinking; 6) design skills; and 7) ongoing professional development. Conclusions from the data analysis revealed design students should be proficient in the above competencies in order to be successful within the field of graphic 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.] ED580117 What Does It Take to Be a Successful Graphic Designer: A Phenomenological Study on Graphic Design Curriculum ProQuest LLC Ed.D. Dissertation, University of South Dakota 2017-00-00 978-0-3553-2934-6 120 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:10636035 2018 As Provided JAN2020

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Yes Achievement Rating Educational Quality Schools School Districts Academic Achievement Graduation Rate Value Added Models Academically Gifted Disabilities Performance Career Education Vocational Education Student Placement Job Skills Dropout Prevention Community Schools Racial Differences Ethnicity Economically Disadvantaged Limited English Speaking Immigrants Ross, Richard A. Reports - Descriptive Numerical/Quantitative Data Ohio Ohio Department of Education English The 2014 Ohio School Report Card grades schools on more measures, offering Ohioans an even clearer picture of how well their schools and districts are doing. With its new data, this year's report card shows parents where their schools need to improve. It includes grades of A through F for up to nine measures, depending on the school or district. Career technical planning districts and dropout recovery schools also are receiving grades. New this year is a Prepared for Success category. This data tells communities whether their schools are keeping K-12 students on track to be ready for college or careers when they graduate. This short report highlights data relating to school and district performance, career and technical districts, dropout recovery community schools, and 2013-2014 Ohio students. ED580118 Ohio School & District Results, 2013-2014 Ohio Department of Education 2014-00-00 2 Ohio Department of Education. 25 South Front Street MS 708, Columbus, OH 43215. Tel: 877-644-6338; Web site: http://www.ode.state.oh.us N/A 2018 0 ERIC JAN2020

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Yes Achievement Rating Educational Quality Schools School Districts Academic Achievement Graduation Rate Value Added Models Academically Gifted Disabilities Performance Career Education Vocational Education Student Placement Job Skills Dropout Prevention Community Schools Racial Differences Ethnicity Economically Disadvantaged Limited English Speaking Immigrants Primary Education Literacy Education Reading Skills Rivera, Lonny J. Reports - Descriptive Numerical/Quantitative Data Ohio Ohio Department of Education English Primary Education The Ohio School Report Cards for the 2014-2015 academic year give every school and district A-F letter grades on up to 10 measures of education quality. The measures fall under six areas of school responsibility, including student learning progress, graduation rate and reading mastery for our youngest students. The report card's easy-to-follow format gives users a deep and well-rounded look into what's happening in their schools and districts. This brief document provides highlights on school and district performance, career-technical districts, dropout recovery community schools, and Ohio's 2014-2015 students. [For the 2013-2014 report, see ED580118.] ED580119 Ohio School & District Results, 2014-2015 Ohio Department of Education 2015-00-00 2 Ohio Department of Education. 25 South Front Street MS 708, Columbus, OH 43215. Tel: 877-644-6338; Web site: http://www.ode.state.oh.us N/A 2018 0 ERIC JAN2020

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No Academic Achievement Statistical Analysis Online Courses Quality Assurance Accreditation (Institutions) Information Science Education Information Technology Grade Point Average College Students Universities Grounded Theory Age Differences Gender Differences Grades (Scholastic) Teaching Methods Comparative Analysis Blended Learning Conventional Instruction Susee, Dawn Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Online education continues to grow at a faster pace than traditional education. Even though students may prefer face-to-face education, they find the anywhere, anytime aspect of online education hard to resist. Universities are offering more courses in both a face-to-face and online option. For both accreditation and quality assurance purposes, it is important that the education that students receive, regardless of modality, is equivalent. The purpose of this study is to examine an introduction to information technology course at a northeastern university in the United States to determine if the online, face-to-face and dual-enroll versions are equivalent in student academic achievement. The researcher employed quantitative, causal comparative research to achieve this purpose. The researcher obtained de-identified demographic data that were gathered by the university such as age, gender, grade point average, and grade level and gathered the final grades of the students used in the study. There were 252 participants in the study enrolled over two different semesters. A One-way ANCOVA was conducted to determine if there was a statistically significant difference of modality on the final grade of students controlling for age, gender, cumulative GPA, and grade level. There was not a significant effect of modality on the final grade after controlling for age F(1, 244) = 2.305, p = 0.13, gender F(1, 244) = 2.305, p = 0.115, and academic level F(1, 255) = 2.161, p = 0.143. Cumulative GPA was a significant covariate F(1, 255) = 325.847, p = 0.00. Based on the results of the One-way ANCOVA, the null hypothesis would have to be rejected and the alternate hypothesis that there is a statistically significant difference in the final course grade in the online, face-to-face, and dual-enroll versions of an introduction to information technology course would be accepted. The next step would be to run the same study over the course of several more semesters to see if the results are similar. Making the course as accessible as possible to all students is important. Further research and investigation will help to make the course better for all students regardless of the modality that is chosen. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580120 Comparison of Student Academic Achievement in an Information Technology Course across Modalities ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-7210-6 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10636150 2018 As Provided JAN2020

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Yes Achievement Rating Educational Quality Schools School Districts Academic Achievement Graduation Rate Value Added Models Academically Gifted Disabilities Performance Career Education Vocational Education Student Placement Job Skills Dropout Prevention Community Schools Racial Differences Ethnicity Economically Disadvantaged Limited English Speaking Immigrants Primary Education Achievement Gap DeMaria, Paolo Reports - Descriptive Numerical/Quantitative Data Ohio Ohio Department of Education English Primary Education Ohio is raising its expectations for what their students must learn and their schools must accomplish. Ohio's School Report Cards are one good way to determine if they are meeting their goals. There are many changes on this year's report card, changes that reflect the increased expectations Ohio has for its students and schools. So this year's results have to be kept in perspective. For example, there are a lot of schools and districts with low grades in the Achievement category. While there is a definite need for Ohio schools to improve, it's important to note that the Achievement measures reflect, for the first time, the alignment of their achievement expectations for schools with college and career-ready expectations. This is a significant rise in expectations that will lead to students being better prepared in the long run for higher education and the workforce. Ohio schools need time to adjust to this change. This brief document provides a snapshot of data from 2015-2016 in relation to school and district performance, career-technical planning districts, dropout recovery community schools, and Ohio's 2015-2016 students. [For the 2014-2015 report, see ED580119.] ED580121 Ohio School & District Results, 2015-2016 Ohio Department of Education 2016-00-00 2 Ohio Department of Education. 25 South Front Street MS 708, Columbus, OH 43215. Tel: 877-644-6338; Web site: http://www.ode.state.oh.us N/A 2018 0 ERIC JAN2020

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No Foster Care High School Graduates College Attendance Barriers At Risk Students College Readiness Student Needs Phenomenology Qualitative Research Interviews Focus Groups Hutchins, Demetrees Lee Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Fewer than 50% of all foster youth in the United States graduate from high school by the age of 18 and only 20% of those high school graduates attend college. There are many barriers that impact the college-going rates of foster youth. Past studies on college attendance among foster youth rarely look at college readiness experiences from the perspective of the student and have a tendency to focus foster youth as a homogeneous population of low-income underserved and underrepresented students. Consequently, these studies offer little to no insight on what leads to successful college enrollment among foster youth. A phenomenological approach was used to allow participants to share their college readiness experiences from their perspective. This qualitative study investigated the college readiness experiences of foster youth who successfully graduated from high school and experiences that led to college enrollment. Understanding barriers to college attendance foster youth faced from their perspective provided a deeper understanding of their college readiness experiences and what it took to get to college. Using in-depth interviews and focus groups, this study explored and discussed perceived barriers and college readiness experiences participants encountered on their journey to 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.] ED580122 Increasing College Access: A Look at College Readiness from the Experiences of Foster Youth ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3554-3296-1 159 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:10636304 2018 As Provided JAN2020

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No Handheld Devices Telecommunications Productivity Employees Phenomenology Use Studies Man Machine Systems Middle Management Questionnaires Gorski, Adam L. Dissertations/Theses - Doctoral Dissertations EISSN- English The smart mobile device market penetration reached 50% and has been increasing an average of 39% per year in the United States. More than 70% of the smart mobile device owners use such devices for personal and work activities. The problem was the lack of management's understanding of the effect smart mobile device use has on how employees work when they are in the office, while traveling, or during the off-hours to improve productivity and customer service. The purpose of this phenomenological study was to understand why, when, and how employees used smart mobile devices. The transformational technology conceptual framework was based on Charan's and Welch's theory that new technologies and how people work is critical to productivity. The sample consisted of 21 anonymous participants from randomly selected mid-level and senior management working for Fortune 1000 companies within the U.S. An open-ended questionnaire was designed for collecting lived experiences from the participants. Data were coded using open and axial techniques to identify themes and patterns to understand the way employees use smart mobile devices. Findings showed that smart mobile devices became an inseparable part of employees' life and created the always on culture erasing the boundaries between professional and personal life. Employees perform work and personal activities in the office, while traveling for business or leisure, and during time-off. Implications for social change include helping companies improve the workplace and for employees to improve their productivity through mobile technologies thus potentially developing better products and services for the public. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580123 Assessing the Influence of Smart Mobile Devices on How Employees Work ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-3421-0 180 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:10635783 2018 As Provided JAN2020

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No Parent Participation Reading Achievement Mathematics Achievement Disabilities Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Multiple Regression Analysis Community Involvement Family Involvement Children Longitudinal Studies Surveys Educational Legislation Federal Legislation Equal Education Bellair, Brian K. Dissertations/Theses - Doctoral Dissertations No Child Left Behind Act 2001 Individuals with Disabilities Education Act Early Childhood Longitudinal Survey EISSN- English Elementary Education Parent involvement in education has long been viewed as a pathway to increased student achievement. Although much research exists with regard to this topic, little examines this relationship specifically for students with disabilities in grades 1-5 despite being required by both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). Representing nearly 13% of the school-age population demands a more in-depth examination of the potential for parent involvement to impact the achievement of an already disadvantaged subgroup. This study uses the Early Childhood Longitudinal Study 1998-99 (ECLS) publicly available data set to investigate the relationships between 3 forms of parent involvement (i.e. home, school, and community) and reading and mathematics achievement of students with disabilities. The ECLS 1998-99 Study followed approximately 21,000 students selected to represent nearly 220,000 students from kindergarten through eighth grade. For this study, 1,544 students with disabilities in grades 1-5 were selected for analysis. Only students with complete survey data were included. The effects of parent involvement upon reading and mathematics were measured while controlling for race, socioeconomic status, gender, age, family context, special education status at kindergarten, and first-grade reading and mathematics achievement as measured by the study. Analyses completed included both multiple regression and linear mixed effects models which revealed that, over time, all three involvement types affect reading and mathematics achievement. Both community and school-based involvement had positive effects while at-home involvement was found to negatively impact 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.] ED580124 The Relationships between Parent Involvement and Reading and Mathematics Achievement for Students with Disabilities: An Analysis of ECLS 1998-99 Data ProQuest LLC Ph.D. Dissertation, State University of New York at Albany 2017-00-00 978-0-3553-5050-0 140 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:10636003 2018 As Provided JAN2020

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Yes Correlation Grants Student Financial Aid Success High School Graduates College Freshmen College Credits Academic Persistence Student Characteristics Academic Achievement Federal Aid Scholarships Low Income Groups Paying for College Institutional Characteristics Racial Differences Ethnicity Gender Differences English Language Learners Disabilities Grade 8 Scores Standardized Tests Davis, Elisabeth Guarino, Nicole Lindsay, Jim Reports - Research Numerical/Quantitative Data Indiana Pell Grant Program Indiana Statewide Testing for Educational Progress Regional Educational Laboratory Midwest (ED) American Institutes for Research (AIR) English High Schools Secondary Education Higher Education Postsecondary Education Grade 8 Junior High Schools Middle Schools Elementary Education The purpose of this study was to examine the relationship between receiving Pell Grants and 21st Century Scholarships and early college success among the 2014 cohort of Indiana public high school graduates entering public Indiana colleges in the fall after graduation. Early college success for these students was defined using three measures plus a composite of those measures: whether students took only nonremedial coursework in their first semester of college, whether they earned all attempted credits in their first semester of college, and whether they persisted to a second year of college. In collaboration with the Management Performance Hub, REL Midwest analysts used student demographic, academic, and financial aid variables to examine what percentage of students achieved early college success, and those percentages vary by student demographic and academic characteristics; school-level demographic and academic characteristics; and whether students received Pell Grants, 21st Century Scholarships, or other forms of financial aid, and the relationship between receiving aid and early college success, controlling for other student- and school-level characteristics. Fifty eight percent of students entering two-year colleges and 36 percent of those entering four-year colleges received Pell Grants. Smaller percentages of students at two- and four-year colleges received 21st Century Scholarships (16 percent versus 21 percent, respectively). The majority of the sample achieved early college success by most indicators of success. Rates of student success varied by institution type, student demographic and academic characteristics, and the characteristics of the high schools from which students graduated. Finally, after controlling for other student- and school-level variables, recipients of Pell Grants were less likely to earn all attempted credits, persist to a second year, and achieve success by all indicators for both two- and four-year college students. Conversely, 21st Century Scholarship recipients entering two- and four-year colleges were more likely to persist to a second year of college. The results from this study will help state practitioners and policymakers better identify and provide resources for students who may be at risk of not succeeding in college. In addition, these findings raise several considerations related to early college success for students from disadvantaged backgrounds and those who receive Pell grants. ED580821 Predicting Early College Success for Indiana's High School Class of 2014 Regional Educational Laboratory Midwest 2018-01-00 58 Regional Educational Laboratory Midwest. 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 2018 -1 As Provided JAN2020 Yes EDIES17C0007

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Yes Foreign Countries Child Labor Poverty Learning Problems Reading Achievement Mathematics Achievement Scores Comparative Analysis Agricultural Occupations Statistical Analysis At Risk Students Learning Disabilities Barriers Hypothesis Testing Student Records Taylor, Mark Reports - Research Ghana Africa EISSN- English In Africa, approximately 80 million children are working. Africa's 41% child labor rate is nearly twice as high as that in Asia. This study examined whether child labor is a direct result of poverty or of reading and math problems in school. The study analyzed reading and math scores of 62 child laborers and 62 non-child laborers from a farming district in the central region of Ghana. The region was chosen due to its high farming population and an equally high nonfarming population, with both groups living under the poverty limit of less than $2.00/day. Intellectus Statistics version 1.01 was used for data analysis. Results using a paired samples t test showed that compared with non-child laborers, child laborers had significantly lower reading scores and math scores (t(61) = -10.96, p < 0.001, and t(61) = -8.43, p < 0.001, respectively). Thus, learning problems may be one factor associated with child labor and should be considered in programs that work to combat child labor. ED580822 Child Labor, Learning Problems, and Poverty Online Submission 2017-05-01 24 N/A 2018 44 As Provided JAN2020

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Yes Writing Skills Grade 1 Emergent Literacy Family Programs Process Approach (Writing) Qualitative Research Case Studies Interviews Observation Teaching Methods Parent Attitudes Teacher Attitudes Student Attitudes Student Writing Models Educational Environment Foreign Countries Statistical Analysis Tavsanli, Omer Faruk Bulunuz, Mizrap Journal Articles Reports - Research Turkey ISSN-2501-1111 English Grade 1 The purpose of this study is to examine the effect of a first grade student's writing at home, school, and university program on her written expression skills. In the research, all the student's writing was on subjects that she was interested in or ones she chose to write about from her lived experiences or familiar events. A case study method was used to analyze the pictures and literacy experiences. The study showed that the student's literacy skills had developed at an advanced level. Besides the process-based teaching program used at the school, the parents' habit of reading books to the student and encouraging her to make pictures of interesting events experienced during the preschool period also contributed to development of the written expression skills at an advanced level. The results of the research pointed out that literacy education should be perceived as a whole and that children should experience activities that support the development of literacy from early childhood. ED579891 The Development of the Written Expression Skills of a First Grade Student at Home, School and University Program: A Case Study Online Submission European Journal of Education Studies v3 n4 p20-48 Apr 2017 2017-04-00 29 N/A 2018 64 As Provided JAN2020

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Yes School Districts Teacher Shortage Teacher Qualifications Teacher Persistence Faculty Mobility Teaching Experience Teacher Recruitment Teacher Salaries Career Development Enrollment Trends Trend Analysis Student Needs English Language Learners Teacher Education Programs Disadvantaged Schools Elementary School Students Secondary School Students Elementary School Teachers Secondary School Teachers Economically Disadvantaged Beginning Teachers Institutional Characteristics Alternative Teacher Certification Educational Policy Language Arts Mathematics Achievement Teaching Conditions Statistical Data Special Education Data Analysis Teacher Certification State Boards of Education Educational Trends Hanson, Havala Yoon, Sun Young Reports - Research Idaho Regional Educational Laboratory Northwest (ED) Education Northwest English Elementary Education Many school districts in the United States are facing severe teacher shortages (Bordonaro, 2017; Palmer, 2017; Seattle Pacific University, 2017; Whaley, 2017). In several states--including Idaho--the difficulty of hiring qualified candidates has expanded beyond historical high-need content areas such as special education and mathematics to include English language arts and elementary education (Cross, 2017). Several factors are contributing to these shortages, including an aging workforce, decreased enrollment in teacher preparation programs, and persistently high attrition from the profession (Goldring, Taie, & Riddles, 2014). In Idaho, schools struggling to fill vacancies increasingly hire less experienced and unlicensed teachers (Wootton, 2017). Meanwhile, local and state education agencies are exploring policies to support teacher recruitment and retention, such as a four-day school week or more robust salaries and a well-defined career ladder. Understanding how and where Idaho's teacher workforce has changed relative to the size and characteristics of its student population can inform state and local efforts to support teacher recruitment, development, and retention. To that end, this report describes statewide data from the 2011/12 through 2016/17 school years on changes in student enrollment and demographics, teacher preparation, the composition of the teacher workforce, and teacher turnover. ED579892 Idaho's Educator Landscape: How Is the State's Teacher Workforce Responding to Its Students' Needs? Regional Educational Laboratory Northwest 2018-01-00 Policymakers 20 Regional Educational Laboratory at Education Northwest. 101 SW Main Street Suite 500, Portland, OR 97204-3213. Tel: 503-275-9519; Fax: 503-275-0458; e-mail: products@nwrel.org; Web site: http://educationnorthwest.org T 2018 29 As Provided JAN2020 Yes EDIES17C0009

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No Community Schools School Closing Qualitative Research Case Studies Teacher Attitudes Student Attitudes Interviews Content Analysis Consolidated Schools Educational Improvement Enrollment Economic Factors Interpersonal Communication Interpersonal Relationship Transportation Extracurricular Activities Curriculum Educational Planning Educational Change Educational Benefits Faculty Development Delp, Cynthia D. Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990). A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories. School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for 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.] ED579350 Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed ProQuest LLC Ed.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-0861-0 130 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:10647387 2018 As Provided JAN2020

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No Leadership Training Coaching (Performance) Program Effectiveness Mixed Methods Research Correlation Behavior Change Online Surveys Interviews Leaders Figlar, Marilyn Elizabeth Kraus Dissertations/Theses - Doctoral Dissertations EISSN- English The field of executive coaching has grown in popularity as a developmental tool for leaders. With the potential for a leadership continuity gap and the desire for organizations to strengthen leadership talent pools to prepare for succession planning, there is a need for empirical research regarding the effectiveness of executive coaching. The aim of this mixed method study was to explore the factors that contribute to successful coaching outcomes. The combination of an online survey of 68 high potential leaders and follow up interviews with 40 of those same leaders yielded information about the coaching experience. The results showed a correlation between the number of years a leader was with the company and his or her perception of a positive coaching experience. In addition, the total amount of time the coach and the leader spent together was correlated with the perception of a positive coaching experience. Finally, most leaders noted that exceptional coaches demonstrated professionalism in several ways, such as listening to the client, showing an interest in the client and their development, and providing advice and helpful suggestions. A better understanding of the factors that promote successful outcomes for high potential leaders will assist coaches in having positive impact on client and organizational performance. This study is unique in that it examines coaching in the context of a larger intervention, a leadership development program, using HR professionals as internal coaches with high potential leaders. For organizations using coaching in this fashion, this study addresses gaps in the literature, which was an impetus for this research. Additional research might be valuable on how coaching clients define a successful coaching outcome, a client's readiness to change, the coach-client relationship, and factors that promote sustained behavior change in a 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.] ED579351 Perceived Effectiveness of Internal Executive Coaching Engagements by Participants in a High Potential Leadership Development Program ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2014-00-00 978-0-3552-0887-0 101 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:10647413 2018 As Provided JAN2020

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Yes Foreign Countries Study Abroad Higher Education Multiple Regression Analysis Questionnaires Student Surveys Likert Scales Student Satisfaction Educational Experience Educational Administration Educational Environment Comparative Analysis Educational Resources Teacher Effectiveness Educational Facilities Foreign Students Student Personnel Services Statistical Analysis Construct Validity Li, Xin-Chao Zhu, Su-Jing Thige, Joseph M. Shi, Yun-Yu Journal Articles Reports - Research China ISSN-2222-1735 English Higher Education In order to fully grasp the service level, management quality and effectiveness of the overseas education in China, a satisfaction survey was carried out on 44 institutions of higher learning in Jiangsu province from 5 dimensions of school learning, school life, school administration, surrounding environment, and urban civility and environment. Findings include: (1) Students' nationality: students from Asia and Africa are the most while students from Oceania are the least; (2) Student category: more than 1/3 of overseas students are Chinese language students, but overseas students in Jiangsu province have a higher level of matriculate quality and educational pursuit, for those pursuing a higher education degree at the bachelor's, the master's and the doctoral level have reached an accumulative 60% of all; (3) The overall student satisfaction is above average, with a significant difference between different colleges and universities within Jiangsu province. Satisfaction with surrounding environment gets the highest score, but dissatisfaction of a certain degree occurs with library, website construction, hostel accommodation, other school facilities and services, and urban civility and environment. As is revealed by the investigation, 70.45% of students respond that their college or university does not have a canteen exclusive for overseas students; (4) There is a significant difference in overall satisfaction and satisfaction with each of the 5 assessment dimensions between different categories of students; and (5) A multiple linear regression model shows that the overall accountability is 98.8% on the 11 assessment parameters in the dimensions of school learning and school life (curriculum, teacher, school system, teaching facilities, library, website construction, hostel accommodation, canteen catering, entertainment & sports activities, student affairs and services, and other school facilities and services). Suggestions are as follows: (1) "Foreign language prompts and guidance" are the topmost demand of overseas students in China; (2) The basic living conditions for overseas students should be improved; (3) The international service level of educational administrative employees should be raised; (4) The construction of school library and a portal website should be made to better meet the practical needs of overseas students; and (5) The disparity in the overseas education between different colleges and universities in Jiangsu province should be narrowed and a standardized management highlighted. ED580823 Satisfaction with the Overseas Education in China: A Survey on 44 Institutions of Higher Learning in Jiangsu Province Online Submission Journal of Education and practice v8 n34 p163-184 2017 2017-00-00 22 N/A 2018 5 As Provided JAN2020

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Yes Correlation Reading Motivation Reading Comprehension Reading Skills Grade 8 Secondary School Students Foreign Countries Multiple Regression Analysis Learner Engagement Student Surveys Statistical Analysis Karahan, Berna Ürün Journal Articles Reports - Research Turkey ISSN-2501-1111 English Grade 8 One of the four main skills of language, reading is a concept encountered by individuals both in the process of education and social life. Individuals reading and having positive motivation towards reading constitute successful societies. The purpose of this study is to determine the correlation of reading motivation & reading engagement with reading comprehension skills in 8th grade students. The sample of the study consisted of 183 students studying at 8th grade of secondary school during the school year of 2016-2017. The data were collected by using "reading motivation and engagement scale" developed by Guthrie and Klauda (2014) and adapted into Turkish by Yildiz and Aktas (2015) as well as "test of reading comprehension" developed by the researcher. According to the data obtained, a significant difference was found in terms of the variables of gender and age. Additionally, while positive significant correlations were found among the subscales of reading motivation and engagement scale, reading motivation & reading engagement had a negative correlation with reading comprehension. According to the regression analysis, none of the variables predicted each other. ED580824 The Correlation of Reading Motivation & Reading Engagement with Reading Comprehension Skills in 8th Graders Online Submission European Journal of Education Studies v3 n9 p527-540 2017 2017-00-00 14 N/A 2018 22 As Provided JAN2020

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No Video Games Social Experience Role Playing Play Affordances Ideology Neoliberalism Communities of Practice Design Crenshaw, Nicole Kathryn Dissertations/Theses - Doctoral Dissertations EISSN- English As society shifts towards spending more time online for business and leisure, examining human behavior in virtual environments is crucial. To better understand the role that games play in our society, I analyze social experience in World of Warcraft (WoW), one of the longest running massively multiplayer online role-playing games (MMO). Since its release in 2004, Blizzard Entertainment, the maker of the game, has periodically changed WoW. To streamline aspects of gameplay, such as the time required to play and level of difficulty in play, some expansions removed or changed many social affordances that previously encouraged and rewarded sociality between players. While these changes were appealing to some players, they greatly reduced the social experience of the game, to the dismay of others. What do these changes mean for players who enjoyed the social experience World of Warcraft once provided? I argue that the social experiences produced in online games are a product of two factors: the social affordances provided by the game and the ideology of the larger culture in its full sociopolitical context. I employ neoliberalism, a set of ideological values that are embedded in North American daily life, as an analytical lens to make sense of social phenomena that I observed in player communities on World of Warcraft. Neoliberalism has permeated our society, regardless of whether or not individuals actively espouse or even agree with the associated ideological values. Through my dissertation work, I document the ways that these two factors affect social experiences in online games. My study contributes to a wider discussion of how massively multiplayer online games can facilitate players' social experiences, establish a sense of player community, enable the development of social identities, and afford spaces to provide social support to one another. What happens when designers change aspects of a game that the player community previously utilized for social interactions? How do these changes communicate cultural values to players? In what ways do players internalize and police those values through their own gameplay? These are some of the main questions that I answer through my 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.] ED580624 Social Experience in "World of Warcraft": Technological and Ideological Mediations ProQuest LLC Ph.D. Dissertation, University of California, Irvine 2017-00-00 Department of Education (ED) 978-0-3553-0719-1 190 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:10285757 2018 As Provided JAN2020

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No Elementary School Teachers Suburban Schools Value Added Models Phenomenology Teacher Evaluation Interviews Focus Groups Data Analysis Faculty Development Feedback (Response) Shugart, Kyle Keller Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Elementary Education The purpose of this phenomenological study was to describe the pedagogical influences of the value-added model of evaluation as experienced by elementary school teachers in a North Georgia suburban school district. A transcendental phenomenological design was used to provide a voice to (N = 12) elementary school teachers evaluated with a value-added model evaluation system through the lens of Bronfenbrenner's (1976) social ecological model of the educational environment and Bandura's (1977) social cognitive theory as it related to mastery experiences of the teacher. Data collection methods included interviews, a focus group, and evaluation documentation. The data were analyzed according to Moustakas' (1994) approach using bracketing, horizonalization, and developing clusters of meaning to determine the essence of the shared phenomenon. Four major themes emerged from the data analysis: (a) understanding the process, (b) implementing the process, (c) documenting the process, and (d) internalizing the process. The results of this study indicated that additional professional development is needed to ensure teacher understanding of the evaluation process, assessment use, and assessment strategies to achieve optimum student learning. In addition, administrators should provide ongoing and constructive feedback, limit their subjectivity in evaluations, and provide an environment conducive to teacher and student learning. This study could guide future teacher evaluations, provide insight to direct administrators in evaluating teachers, and provide guidance and support for elementary teachers to achieve the maximum percentage of students obtaining the highest level of learning 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.] ED580625 The Pedagogical Influences of a Value-Added Model Evaluation System from the Perspectives of Elementary School Teachers in North Georgia: A Phenomenological Study ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4705-3 188 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:10620034 2018 As Provided JAN2020

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Yes Universities Multicampus Colleges Governance College Administration Educational History Educational Change Administrative Organization Politics of Education Models Pelfrey, Patricia A. Reports - Descriptive California University of California, Berkeley. Center for Studies in Higher Education English Higher Education The University of California, the nation's first multicampus system, is unique in its central organizing principle, known as the oneuniversity idea. Its premise is simple: that a large and decentralized system of campuses, which share the same mission but differ in size, interests, aspirations, and stage of development, can nevertheless be governed as a single university. Long regarded as a major structural reason for the UC system's rise to pre-eminence among public research universities, the oneuniversity model has been a unifying administrative and cultural ethos within UC for more than 80 years. Today it represents a striking counterpoint to current theories of multicampus university governance that argue for ever-greater campus independence and hybrid public-private models to address the serious financial plight facing public research universities. Does it have a future in the era of disruptive innovation? The story of its origin and evolution suggests several points about governance and organizational reform in universities. Institutional redesign is rarely an impartial contest among rational alternatives. It is the product not only of financial and other external pressures but also of institutional conflicts, personal rivalries, temporary interests, and the irresistible urge to rectify the mistakes of predecessors. Actual reform in universities comes with a history, and UC's experience offers its own context for today's national debate about multicampus systems and new paradigms of university governance and organization. (A bibliography is included.) ED580825 The One-University Idea and Its Futures. Research & Occasional Paper Series: CSHE.6.16 Center for Studies in Higher Education 2016-06-00 12 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 0 As Provided JAN2020

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Yes Foreign Countries School Readiness Age Differences Enrollment Student Characteristics School Entrance Age National Surveys Child Behavior Questionnaires Screening Tests Records (Forms) Emotional Development Interpersonal Competence Prosocial Behavior Hyperactivity Attention Deficit Disorders Behavior Problems Regression (Statistics) Dee, Thomas Sievertsen, Hans Henrik Reports - Research Denmark Strengths and Difficulties Questionnaire ISSN- Stanford Center for Education Policy Analysis (CEPA) English In many developed countries, children now begin their formal schooling at an older age. However, a growing body of empirical studies provides little evidence that such schooling delays improve educational and economic outcomes. This study presents new evidence on whether school starting age influences student outcomes by relying on linked Danish survey and register data that include several distinct, widely used, and validated measures of mental health that are reported out-of-school among similarly aged children. We estimate the causal effects of delayed school enrollment using a "fuzzy" regression-discontinuity design based on exact dates of birth and the fact that, in Denmark, children typically enroll in school during the calendar year in which they turn six. We find that a one-year delay in the start of school dramatically reduces inattention/hyperactivity at age 7 (effect size = -0.7), a measure of self regulation with strong negative links to student achievement. We also find that this large and targeted effect persists at age 11. However, the estimated effects of school starting age on other mental-health constructs, which have weaker links to subsequent student achievement, are smaller and less persistent. ED580826 The Gift of Time? School Starting Age and Mental Health. CEPA Working Paper No. 15-08 Stanford Center for Education Policy Analysis 2015-10-00 45 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 40 As Provided JAN2020

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No Role of Education Curriculum Development Guidelines Educational Trends Educational Change Mathematics Curriculum Science Curriculum Technology Uses in Education Curriculum Evaluation Collins, Allan Books Reports - Evaluative English This important contribution to the future of education, by bestselling author and renowned cognitive scientist Allan Collins, proposes a school curriculum that will fit the needs of our modern era. Offering guidelines for deciding what is important to learn in order to become a knowledgeable person, a good citizen, a thoughtful worker, and a valuable friend in the 21st century, Collins considers the qualities needed for a healthy and productive life. Taking a close look at how advances in technology, communication, and the dissemination of information are reshaping the world, this volume examines how schools can foster flexible, self-directed learners who will succeed in the modern workplace. A concluding chapter presents a broad new vision for how schools can be redesigned to teach the kinds of knowledge and skills students will need in an increasingly complex society and global world. This book (1) Identifies global trends and their implications for what we should be teaching our children; (2) Explains how schools are teaching an outdated curriculum; (3) Proposes a radical revision of the math and science curriculum; and (4) Describes how literacy is changing in the digital age. (Foreword by John Seely Brown.) ED580827 What's Worth Teaching? Rethinking Curriculum in the Age of Technology. Technology, Education--Connections (The TEC Series) Teachers College Press 2017-04-28 978-0-8077-5866-3 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/what-s-worth-teaching-9780807758656 2018 As Provided JAN2020

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Yes Affirmative Action Socioeconomic Status Race College Admission Admission Criteria Student Diversity Selective Admission College Students Student Recruitment African American Students Hispanic American Students Reardon, Sean F. Baker, Rachel Kasman, Matt Klasik, Daniel Townsend, Joseph Reports - Evaluative ISSN- Stanford Center for Education Policy Analysis (CEPA) English Higher Education This paper simulates a system of socioeconomic status (SES)-based affirmative action in college admissions and examines the extent to which it can produce racial diversity in selective colleges. Using simulation models, we investigate the potential relative effects of race- and/or SES-based affirmative action policies, alongside targeted, race-based recruitment, on the racial and socioeconomic distribution of students in colleges. These simulations suggest three important patterns: (1) neither SES-based affirmative action nor race recruiting policies on their own can reproduce levels of racial diversity achieved by race-based affirmative action; however, SES-based affirmative action in combination with targeted recruitment, although likely expensive, shows the potential to yield racial diversity levels comparable to race-based affirmative action; (b) the use of affirmative action policies by some colleges reduces the diversity of similar-quality colleges that do not have such policies; (c) overall, the combination of SES-based affirmative action and race recruiting results in slightly fewer Black and Hispanic students that are academically overmatched than under race-based affirmative action, but the schools that use the combination policy also see an overall reduction in the academic achievement of the students they enroll. ED580828 Can Socioeconomic Status Substitute for Race in Affirmative Action College Admissions Policies? Evidence from a Simulation Model. CEPA Working Paper No. 15-04 Stanford Center for Education Policy Analysis 2017-08-00 National Institutes of Health (DHHS), Office of Behavioral and Social Sciences Research (OBSSR) Educational Testing Service 74 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 51 As Provided JAN2020 HHSN276200800013C

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Yes Foreign Countries Turkish Oral Language Suprasegmentals Speech Communication Language Rhythm Phonology Communication (Thought Transfer) Connected Discourse Native Speakers Comprehension Intervals Phonemes Vowels Intonation Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey ISSN-2328-1227 English An ability for a speaker to unite (link) words or to separate (break, juncture) them with a pause in his utterance gives him a special advantage to convey his intended meaning to his audience. If he knows where to unite his words and where to pause between them in speech he is better able to communicate with his listeners, and his words are carried through more clearly, accurately and intelligibility. As part of the study of speech melody (suprasegmental phonology) such elements as "linkers" and "junctures" function both as uniting and separating words in sentences in expressing the intended meaning within controlled-thought groups and understanding the messages of others. "Linking" is a process of connected speech to join words to each other. When words are connected to one another they are so united that they no longer sound the same as they are said individually. Then they have they their own unique, distinct characteristic meanings which they are recognizable as such by the native users of that language. When two related words are linked to one another naturally, two things occur: first the listener understands the speaker more easily, secondly, the speaker makes himself better understood by the listener. There are basically three types of linking occurring in oral communication: consonant-to-vowel or vowel-to-consonant combinations and consonant-to-consonant, also called assimilation. Juncturing, on the other hand has the opposite function of linking. It is the pausing for a while between words in which the listener is allowed to digest meanwhile the meaning of one he has heard. Junctures which occur between the two consecutive words or meaning groups affect the listener's ability to identify shades of nuances in the message uttered. Thus an ability to distinguish the difference between linking and juncturing enables a speaker to convey the intended meaning to the audience more clearly, accurately and intelligibility; and an awareness of such a distinction, on the part of the listener, is a great asset to be able to conceive the given message more accurately. Key words: linking, juncturing, utterance, pause, break ED579893 Linking vs. Juncturing Makes All the Difference in Conveying and Understanding the Meaning of an Utterance Online Submission Journal of American Academic Research v4 n10 p1-20 Oct 2016 2016-10-00 20 N/A 2018 60 As Provided JAN2020

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Yes At Risk Students Early Childhood Education Elementary School Students Group Structure Instructional Program Divisions Language Acquisition Measures (Individuals) Meta Analysis Outcomes of Education Reading Comprehension Reading Difficulties Reading Improvement Reading Instruction Reading Skills Response to Intervention Scores Wanzek, Jeanne Vaughn, Sharon Scammacca, Nancy Gatlin, Brandy Walker, Melodee A. Capin, Philip Reports - Research Information Analyses EISSN- English Early Childhood Education This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours. [This paper was published in "Educational Psychology Review" v28 p551-576 2016 (EJ1110194).] ED579894 Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3 Grantee Submission Educational Psychology Review v28 p551-576 2016 2016-00-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 55 T 2018 108 As Provided JAN2020 Yes R324A150269 P50HD05211707

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No Formative Evaluation Middle School Teachers Mathematics Instruction Teaching Methods Qualitative Research Case Studies Evidence Based Practice Questioning Techniques Educational Assessment Holmberg, Carrie Dissertations/Theses - Doctoral Dissertations California EISSN- English Middle Schools This study involved empirical investigation of a moves-based conceptualization of teacher practices of planning, enacting, and reflecting on formative assessment (FA) in mathematics classrooms in a high-needs school district in California. A qualitative case study of six middle school mathematics teachers' practices of "posing" questions, "pausing" to foster equity of participation and quality of response, and "probing" student thinking, the study provides empirical evidence of qualitatively distinct levels of teacher posing, pausing, and probing moves. The study utilized a National Research Council-based educational assessment design framework that employed construct maps, multi-faceted items design, and scoring guides to examine teacher practice and to provide feedback protocols for teachers engaged in FA. Guided by the 2014 "Standards for Educational and Psychological Testing," the study provides evidence for content validity and tools for future rater reliability investigations. The study found levels of teacher questioning practice, operationalized as posing, pausing, and proving moves, could be represented along generalized continua in the context of middle school mathematics instruction. The study's work toward the development of a teacher learning progression framework in the formative assessment domain has implications for establishing an empirically-based, common grammar of practice in mathematics instruction and preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579895 Formative Assessment for Middle School Mathematics Instruction: An Evidence-Based Approach to Evaluating Teacher Posing, Pausing, and Probing Moves ProQuest LLC Ed.D. Dissertation, San Jose State University 2017-00-00 978-0-3553-5029-6 318 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634213 2018 As Provided JAN2020

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No Individualized Instruction Educational Strategies Educational Needs Student Needs Disabilities High School Students Inclusion Educational Legislation Equal Education Federal Legislation Qualitative Research Case Studies Secondary School Teachers Teacher Motivation Mentors Faculty Development Suburban Schools Teacher Effectiveness Teacher Evaluation Student Evaluation Teacher Attitudes Self Concept Facilitators (Individuals) Teacher Collaboration Reflective Teaching Success Bhattacharya, Victoria Dissertations/Theses - Doctoral Dissertations Colorado (Denver) Individuals with Disabilities Education Act EISSN- English High Schools For the inclusive education indicated in the Individuals with Disabilities Education Act (IDEA) to occur at the high school level, teachers must be prepared to teach students with multiple ability levels and learning profiles in one classroom. Since the passage of IDEA, large numbers of students with mild to severe learning needs have been placed in inclusionary regular education classrooms. Differentiated Instruction (DI) is one method that assists teachers in accomplishing inclusion. The specific problem addressed in this study is teachers are not effectively mentored or motivated in the application of DI within their classroom curriculum. The purpose of this qualitative multiple case study was to explore the motivation, mentoring process, and professional development underlying successful high school single subject teachers who apply differentiated instructional strategies that promote the inclusion of students with disabilities. The population for this study was high school teachers from suburban Denver schools that require DI and assess teacher effectiveness in DI, during teacher evaluations. Schools representing a variety of socio-economic backgrounds and practice, and support the inclusion of students with disabilities in their typical classrooms were purposively chosen. Teachers at the study sites were those who practice key elements of DI such as assessment based instruction, authentic assessment, flexible learning groups, and multiple methods of active instruction. The study focused on teachers who apply DI while including students with disabilities. Four main themes materialized from the interviews concerning Participants' views: 1) participants' viewed themselves as facilitators; 2) participants' valued strong relationships with students; 3) participants' maintained high expectations; and 4) participants' practiced continuous differentiation of instruction. Participants' described their training in DI as minimal. They viewed collaboration with colleagues and personal reflection as essential ingredients in their success in DI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579896 Applying Differentiated Instruction Strategies to Meet the Educational Needs of Students with Disabilities at the High School Level ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-7205-2 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:10633751 2018 As Provided JAN2020

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No Listening Skills Teacher Attitudes Grade 2 Elementary School Teachers Childrens Literature Planning Oral Reading Skill Development Faculty Development Program Effectiveness Formative Evaluation Comparative Analysis Questionnaires Journal Writing Observation Teacher Role Motivation Fogelsong, Donna Fortune Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 2 This study was designed to investigate teachers' perceptions about instructing listening in second-grade classrooms. Children's literature that included specific listening content was used to explore how the teachers' perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were teachers' perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers' practices with listening instruction. A formative and design experiment (Reinking & Bradley, 2008) aligned with a constructivist methodology (Brooks & Brooks, 1999; Burleson, 2011; Creswell, 2014) was used to allow teachers to participate in authentic professional development sessions to inform theory. Analysis of teacher responses was completed through a constant-comparative method (Strauss & Corbin, 1998). Data analysis was triangulated using: (a) questionnaires, (b) teacher reflective journals, (c) researcher observations, and (d) methodological files. Analysis led to a better understanding of teachers' listening perceptions including how: (a) those perceptions are shaped by their expectations for student listening in the classroom, (b) teachers' engagement in professional development when teaching an unfamiliar construct, (c) the impact of an already crowded curricula, and (d) motivating teachers to recognize their role as the best model for students in listening instruction is a critical component. Teacher buy-in requires professional development that includes using motivational methods like the MUSIC® Model of Motivation (Jones, 2009) when learning new literacy constructs. This study gives insight into the need to improve instructional practices for teaching listening in educational settings (Lundsteen, 1979; Vandergrift, 2004). Finally, this study raised the awareness for the need to provide further research opportunities on listening instructional practices in primary schools that promote improving listening skill instruction to create a more balanced literacy structure for students (Duker, 1982; Field, 1998; Funk & Funk, 1989; Gee, 2015; Imhof, 2008; Jalongo, 2008; Nichols, 1957; Wolvin, 2013). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579352 Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of Teaching Listening through Interactive Read Alouds ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2016-00-00 978-0-3552-0891-7 198 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:10647417 2018 As Provided JAN2020

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No Educational Quality Higher Education Constructivism (Learning) Research Universities State Universities Semi Structured Interviews College Faculty Teacher Attitudes Qualitative Research College Administration Private Colleges Liberal Arts Grounded Theory Educational Indicators Outcomes of Education Barriers Quality Control Measurement Hall, Molly Reas Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English Higher Education The purpose of this study was to explore perceptions of front-line faculty members in the United States related to quality and quality management in higher education. The study's three research questions were: (1) How do front-line faculty members in the United States define quality in higher education? (2) How do front-line faculty members in the United States describe how quality in higher education should be measured? and (3) Assuming that quality management activities will continue to be mandated by external and internal entities, what do front-line faculty members in the United States believe could be done to make quality management activities more meaningful to front-line faculty members? The research design for this study was a basic qualitative study with a constructivist interpretive framework. Maximum variation sampling was utilized and data collection consisted of semi-structured interviews with 20 front-line faculty members who worked at three different types of higher education institutions located in Virginia: (1) a public, research-extensive university; (2) a public, comprehensive university; and (3) a private, liberal arts college. The constant comparative method was utilized throughout the data analysis process and served as the basis for the study's thematic analysis. The primary finding for Research Question 1 was all 20 faculty participants defined quality in higher education either partially or solely in terms of student outcomes. These outcomes included student learning outcomes, vocational outcomes, and contribution to society outcomes. In regards to Research Question 2, many participants believed that student growth should be a primary indicator of quality in higher education; measuring quality in higher education is difficult; and measuring quality in higher education is necessary or important. Multiple participants expressed dissatisfaction with the indicators currently used to measure quality in higher education. For Research Question 3, participants shared 24 specific barriers they believed prevented quality management activities from being meaningful to front-line faculty members. Participants also shared 24 specific implementation strategies for how quality management activities could be more meaningful to front-line faculty members. These results have multiple implications for future quality management 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.] ED579353 Quality in Higher Education: Perspectives from Front-Line Faculty in the United States ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-0921-1 164 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:10647450 2018 As Provided JAN2020

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No Human Resources Professional Personnel Information Systems Qualitative Research Role Data Collection Professional Identity Semi Structured Interviews Competence Employee Attitudes Job Satisfaction Information Management Information Technology Technology Integration Information Security Decision Making Labor Force Development Bradley, Sapora L. Dissertations/Theses - Doctoral Dissertations EISSN- English The increasing implementation of technology applications into the workplace has substantiated the need for adept professionals who can manage HR technology for employees and provide data about the organization. For some companies, these professionals are found within the human resources department. These information systems professionals combine HR knowledge and technology skills to procure applications that improve work processes and HR outcomes. This qualitative study focused on exploring the role delineation of human resource information systems (HRIS) professionals to better understand the advantageous aspects of the role's focus in HR technology and analytics. Specifically, the study aimed to describe how the HRIS professional role supports the functions of HR and transformation of HR activities within organizations. Additionally, the research sought to uncover how HRIS professionals described their responsibilities and competencies in response to the significance of data analytics, as well as how the HRIS professionals described the outlook of their professional role. Ten, semi-structured interviews were conducted with HRIS professionals who reported having progressive HRIS experience within U.S. based organizations. The results included HRIS professionals' beliefs about their tasks, competencies, and job outlook and thematic analysis resulted in six categories: data management, HR/IT intersection, HRIS emergence, business intelligence, professional identity, and job satisfaction. The conclusions drawn from the research findings indicated that: HRIS professionals encourage HR technology integration to improve workplace processes; HRIS professionals manage data integrity and support the safeguarding of employee information; HRIS professionals run data inquiries and provide reports that influence decision making related to workforce and business outcomes; and HRIS professionals are enthusiastic about emergent job responsibilities in the design and coding of systems. Recommendations for practice include executive consideration toward improving the visibility of HRIS contributions as a way of strengthening relationships between HRIS professionals and the stakeholders they support. Recommendations also include further investigation into the utilization of analytics in the workplace. This study contributes to the existing literature by providing insight into the opinions of HRIS professionals about their role and interactions within their organizations and recognizes that HRIS professionals consider both people and data when it comes to HR technology 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.] ED580125 An Exploratory Study of the Role of the Human Resource Information System Professional ProQuest LLC Ed.D. Dissertation, Pepperdine University 2017-00-00 978-0-3553-2948-3 170 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:10635957 2018 As Provided JAN2020

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No Foreign Countries Global Approach Outsourcing Trust (Psychology) Qualitative Research Case Studies Teamwork Computer Mediated Communication Information Technology International Cooperation Gugliotti, Domenic Dissertations/Theses - Doctoral Dissertations United States India EISSN- English The purpose of this qualitative exploratory case study was to identify and analyze, trust behaviors used by members of an outsourced virtual team in an on and offshore engagement. The inability to build trust in outsourced engagements can cause serious damage to the collaboration within the virtual team causing it to fail. This study provides outsourcing practitioners with a case study example of what creates a trusting environment in a virtual team. Recognizing behaviors and actions that improve trust will make the collaboration better for both the team member and the engagement as a whole. There are gaps in literature concerning how team members gain the trust of another team member and how they choose to interact. Based on the findings of this study, the researcher identified behaviors and actions that improve confidence, integrity, transparency and expectations improved trust on virtual teams. The study results support a dependency model of individual, technology, team and organization on team trust. The majority of the virtual team members in the study cited that the collaboration technology used both enabled interactions and contributed to miscommunication. Team members further acknowledged an inability to build connections on a personal level when interacting via 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.] ED580126 Virtual Trust in US-India Global Outsource Teams: A Qualitative Exploratory Case Study ProQuest LLC DM/IST Dissertation, University of Phoenix 2017-00-00 978-0-3553-3422-7 127 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:10635856 2018 As Provided JAN2020

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No African American Students Community Colleges Self Concept Two Year College Students African American Culture Congruence (Psychology) Correlation Teacher Student Relationship Statistical Analysis Whites Institutional Characteristics James, Tenisha Celita Dissertations/Theses - Doctoral Dissertations California EISSN- English Two Year Colleges This study focused on the cultural congruity and academic self-concept of African American students in a community college setting who participated in a Black Culture Center. The purpose of this quantitative correlational study was to examine the relationship between cultural congruity and academic self-concept through the following two research questions: what relationship, if any, exists between cultural congruity and academic self-concept, and does cultural congruity influence academic self-concept among African American students participating in a Black Culture Center in a two-year historically White college setting. The results of this study provide support for both hypotheses: there was a significant positive correlation between cultural congruity and academic self-concept, and cultural congruity was a significant independent predictor of academic self-concept after controlling for gender, college GPA, college units completed, participation type, and student-faculty interactions. There were two conclusions that were supported by the findings of this research study; (a) increasing the cultural congruity of African American students is likely to result in an increase in academic self-concept, and (b) providing strong academic support and increased opportunities for positive faculty interactions is likely to increase the academic self-concept of African American students. Recommendations based on the findings and conclusions of this study include a commitment by institutions of higher education to invest dedicated resources towards the creation, maintenance, and growth of formal ethnic communities for African American students on historically White campuses. Additionally, it is recommended that college campuses provide targeted academic intervention and support to first-year 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.] ED580127 African American Students in a California Community College: Perceptions of Cultural Congruity and Academic Self-Concept within a Black Culture Center ProQuest LLC Ed.D. Dissertation, Pepperdine University 2017-00-00 978-0-3553-2947-6 138 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:10635875 2018 As Provided JAN2020

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Yes Attendance Patterns School Districts Strategic Planning Prevention Intervention At Risk Students Barriers Data Analysis Data Collection Student Needs Evidence Based Practice Board of Education Role School Role School Policy Health School Safety Family Involvement Truancy Rural Areas Urban Areas Suburbs Poverty Racial Differences Ethnicity Academically Gifted English Language Learners Disabilities Elementary Secondary Education Community Involvement Guides - Non-Classroom Reports - Descriptive Ohio Ohio Department of Education English Elementary Secondary Education It is important for every student in Ohio to attend school every day. Missing too much school has longterm, negative effects on students, such as lower achievement and graduation rates. There are many reasons students miss school, but districts often can directly impact their students' attendance. By using data to identify and support students who may need extra support and services, districts can target supports to get students to school every day. The purpose of this resource guide is to assist school districts in strategically planning and implementing prevention and interventions universally and at the student-level to reduce absenteeism because it is important for Ohio's students to be in school every day ready to learn. Oftentimes, non-academic barriers keep students from attending school every day. By systematically incorporating student supports into district and school improvement activities, many of these barriers can be addressed before they keep Ohio's students out of the classroom. Further, community partnerships can augment this work and inform the work of schools and districts. Lastly, developing personalized attendance plans for students who are chronically absent or habitually truant allows teams to address unique barriers to attendance. This guidance will answer six key questions for schools and districts: (1) What is chronic absenteeism? (2) What factors impact attendance? (3) Why is chronic absenteeism a priority for Ohio? (4) What can a district do to improve attendance? (5) Who else can be involved to reduce absenteeism? and (6) What are examples of strategies that schools are implementing to meet the needs of students that may help address attendance concerns? This guide also provides resources to assist districts in implementing attendance policies, implementing preventative and supportive strategies for attendance and discipline, and facilitating conversations about attendance with students and families. ED580128 Ohio's Resource Guide to Reduce Chronic Absenteeism Ohio Department of Education 2017-10-00 27 Ohio Department of Education. 25 South Front Street MS 708, Columbus, OH 43215. Tel: 877-644-6338; Web site: http://www.ode.state.oh.us N/A 2018 0 ERIC JAN2020

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No Educational Strategies African American Students Mathematics Instruction Mathematics Teachers Elementary School Mathematics Elementary School Students Mathematics Achievement Qualitative Research Case Studies Elementary School Teachers Teaching Methods Interviews Observation Warthen, Susan V. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education National assessments have revealed that African American students do not demonstrate proficiency in mathematics to the same degree as their White counterparts; however, some teachers are able to guide their African American students to mathematics success. The purpose of this qualitative case study was to determine the instructional strategies of teachers who have been successful in promoting mathematics achievement in African American students. This study was guided by a single research question that focused on the instructional strategies used by teachers whose African American upper elementary students demonstrated proficiency in mathematics on a state standardized test. Feuerstein's mediated learning experience theory formed the conceptual framework for this study. Data were collected through interviews, document analysis, and observations of 6 upper elementary teachers from 3 different schools in a single school district. Open coding was used to note emergent themes that formed the basis for the findings. This study identified 7 effective strategies for teaching mathematics to African American students: employing repetition and review, using specific teaching tools, grouping for instruction, applying assessment and reteaching, engaging student discourse, using word problems, and making real life connections. The strategies that emerged from the study displayed characteristics of the traditional and reform approaches to teaching mathematics as well as culturally relevant pedagogy. These strategies may be useful in helping teachers to increase African American students' achievement in mathematics as well as their feelings of self-efficacy. The findings of this study may improve the pedagogical practices of mathematics teachers of 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.] ED579897 Instructional Strategies of Effective Mathematics Teachers of African American Upper Elementary Students ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3552-5414-3 141 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:10633769 2018 As Provided JAN2020

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No Regular and Special Education Relationship Teacher Collaboration Urban Schools Computer Software Case Studies School Districts Teacher Attitudes Administrator Role Elementary School Students Qualitative Research Observation Interviews Focus Groups Simon, Barbara D. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The study focused on the experiences of general and special education teachers on what constitutes successful collaboration since there is little evidence existing on the phenomenon. For collaboration to be successful, it must go beyond having two teachers in a classroom delivering instructions. It entails deliberate practices enabling teachers to meet the needs of all students cohesively. The purpose of this qualitative exploratory case study was to gain insights into the experiences of five pairs of co-teachers who practice successful collaboration in an urban school district in New York. Using triangulation techniques to add robustness to the data collection process, the researcher journaled, observed, and interviewed the co-teachers through focus group discussion. The focus of the questions used in the focus group discussion and journaling was to glean the experiences of the teachers on what constitutes successful collaboration. The data was analyzed in MS Word to derive common themes and coded using data and concept driven strategies. The analysis of the data revealed that successful collaboration is hinged on common planning time, teachers training and teachers' attitude. Additionally, the teachers expressed that the role of school administrators in collaboration must be more purposeful. The findings of the study implied that co-teachers need the training to equip them to practice collaboration in the classroom. There are three recommendations for future research and practice. First, the researcher recommends similar studies for other urban school districts. Second, the researcher suggests that a mixed methods approach be utilized with a larger sample to make the study more robust and the findings applicable to a wider audience. Finally, the researcher recommends that future researchers conduct studies involving school administrators' role in the collaboration 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.] ED579898 Successful Collaboration between General Education and Special Education Teachers: A Case Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-9130-5 131 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:10633779 2018 As Provided JAN2020

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No Social Networks Privacy Models Information Security Dong, Cailing Dissertations/Theses - Doctoral Dissertations EISSN- English Social networks bring both opportunities and threats to the users. On one hand, social networks provide a platform for users to build online profiles, make connections with others beyond geographical boundaries, enjoy the "openness" of social networks to meet their intrinsic need of "self-presentation", explore and strengthen their interests by joining interested virtual communities, etc. Besides, users also can benefit from recommendations provided by recommender systems that are employed by the social network service providers. On the other hand, users' privacy faces significant threats from potential attacks on social networks. Privacy risks on social networks are mainly caused by the variety of information being voluntarily or accidentally shared by the users, as well as implicit information that could be inferred based on the social relations and affiliations. These two aspects of social networks have raised attention from both academia and industry. In the past few years, a lot of work has been devoted to designing effective and efficient social recommendations to provide more opportunities for the users, identifying potential privacy attack models, proposing privacy protection strategies on social networks. However, most of the work either studies the Online Social Networks (OSNs) that model the online social world of the users, or investigates Location Based Social Networks (LBSNs) that target on users' online activities. Neither of them captures the full scenario of users' social relations and activities in the real life. In this dissertation, we study the opportunities and threats of social networks by linking both online and offline social worlds. Specifically, we target a special type of social networks, namely Event Based Social Networks (EBSNs) that couple both online and offline social relations, as well as both online and offline activities. Users in EBSNs formalize two types of social interactions, i.e., "virtual" online interactions when they communicate online, and "physical" offline interactions when they participate in some offline social events and have face-to-face communications. We conducted a thorough study regarding EBSNs. To provide effective online group recommendations and offline event recommendations on EBSNs, we proposed an iterative and interactive recommendation framework by interactively employing both online and offline social relations. We also identified some potential privacy attack/inference models in EBSNs, extensively simulated and analyzed their destructive effect on online group membership inference and offline event attendance inference. Finally, we designed a privacy-preserving social recommendation framework on EBSNs that can produce accurate online and offline social recommendations, at the same time provide differential privacy guarantees to the users on EBSNs. The effectiveness of the proposed frameworks and models has been verified on a large dataset collected from a typical EBSN in the real world, i.e., Meetup. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580626 Linking Online and Offline Social Worlds: Opportunities and Threats ProQuest LLC Ph.D. Dissertation, University of Maryland, Baltimore County 2017-00-00 978-0-3552-3774-0 178 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:10600024 2018 As Provided JAN2020

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No Correlation Beginning Teacher Induction Mentors Teacher Orientation Program Descriptions Teacher Role School Districts Teacher Characteristics Teacher Surveys Teacher Attitudes Self Efficacy Likert Scales State Surveys Questionnaires Statistical Analysis Measures (Individuals) Elementary Secondary Education Davis, James Kenny Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Elementary Secondary Education This dissertation was a quantitative, correlational study that examined the impact of the mentor component of a mentor-based induction program on three factors of new teacher development and support. The focus of this study was on beginning teachers participating in a district-supported mentoring program designed to support and acclimate teachers to the role of professional teacher as well as to support and acclimate teachers to the policies, procedures, and culture of the district. A convenience sample totaling 130 teachers at a large urban school district in southeast Georgia participated in this study. The participants represented varied levels of degree completion, grade levels taught, and ages of teacher. These teachers voluntarily completed the Teacher Efficacy, Perception of Mentor, and Commitment Survey, which consisted of three sections that focused on each of the three focal factors outlined in this research. The survey included a combination of multiple choice items and Likert-scale responses taken from the Georgia State Induction Phase Teacher Survey and the Teachers' Sense of Efficacy Scale. Descriptive statistics were used to describe the sample's demographics, questionnaire items, and scale scores. Findings indicated no statistically significant relationship between the teachers' perceptions of their mentors and their commitment to teaching. There was, however, a small, but statistically significant, positive relationship between teachers' perceived teaching self-efficacies and their commitment to 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.] ED580627 An Investigation of the Relationship between Factors of Beginning Teachers' Development within a Mentor-Based Induction Program ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-7574-2 117 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:10619510 2018 As Provided JAN2020

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No Educational Technology Technology Uses in Education Public School Teachers Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Handheld Devices Telecommunications Focus Groups Electronic Publishing Journal Writing Questionnaires Semi Structured Interviews Teacher Attitudes Teaching Methods Phenomenology Bartolo, Paula Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 4 The purpose of this phenomenological study was to understand the lived experiences of public school teachers using Google Suite for Education with Google Chromebooks integrated into the core curriculum. With the adoption of Common Core standards by 46 states, the increased use of technology has occurred due to standards that integrate technology. Google has created a free cloud-based educational suite for K-12 and Higher education institutions. The central research question that guided the study was: How do grade 4-8 public school core content teachers perceive the experience of using Google Suite for Education with Chromebooks in the classroom? The theory that guided the study was Albert Bandura's social cognitive theory (1986). The theory places an emphasis on three main factors influencing how one learns from personal, social, and environmental. Self-efficacy as part of the learning theory plays an important role in discovering teacher willingness to integrate technology in the classroom. The participants were 13 grade 4-8 public school core content teachers. Data collection included individual interviews, focus group interviews, and online journals. A questionnaire was used to purposefully select participants. Semi-structured interviews and focus group interviews were recorded and transcribed as well as online journals analyzed through significant statements resulting in the following four major themes: teacher attitudes and instruction, Chromebook accessibility and connectivity, student learning, and inconsistent training and support. The results identified the essence of the shared experience of the study participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580628 Integrating Google Apps and Google Chromebooks into the Core Curriculum: A Phenomenological Study of the Lived Experience of Public School Teachers ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4689-6 157 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:10616742 2018 As Provided JAN2020

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No Adult Education Postsecondary Education Career Development Community Colleges Adult Literacy Labor Legislation Federal Legislation Labor Force Development Education Work Relationship Dual Enrollment School Holding Power Academic Achievement Program Evaluation Outcomes of Education Qualitative Research Interviews Academic Support Services Maisak, Nadzeya Dissertations/Theses - Doctoral Dissertations North Carolina Workforce Investment Act 1998 Title II EISSN- English Adult Education As the need for educated workers in the workforce grows at the national and state level, educating low-skilled adults is one way of addressing the skills gap. Adult education programs offer low-skilled adults an opportunity to increase basic academic skills and prepare for college and career. Today, transitioning students from adult education programs into postsecondary education is becoming one of the priorities for adult basic education programs. In this study, the author investigated elements of the career pathways model in an adult education program at a community college and its impact on transitioning students to postsecondary education. The primary purpose of the research was to examine the relationships between participation in a Pathways to Careers program offered by a community college under the Title II of the Workforce Innovations and Opportunity Act and students' transition to postsecondary education in a community college. The study was conducted at a multi-campus community college in North Carolina. The researcher especially sought to determine the relationship between the proportion of students transitioning to postsecondary education and their enrollment in the Pathways to Careers program. This study also evaluated the impact of the Pathways to Careers program on students' retention and academic performance. The results indicate that student transition to postsecondary education is statistically significant in their association with student enrollment in the Pathways to Careers program. The Pathways to Careers program has a positive impact on transitioning students to postsecondary education, academic performance, and retention. Additionally, using the qualitative data from individual interviews conducted with faculty and staff members, the researcher found that certain elements such as support services, co-enrollment, and contextualized instruction have a strong impact on students transitioning to postsecondary 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.] ED580629 Transitioning Students from Adult Education to Postsecondary Education through Co-Enrollment Career Pathways Model ProQuest LLC Ed.D. Dissertation, Wingate University 2017-00-00 978-0-3553-4975-7 153 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:10619502 2018 As Provided JAN2020

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No Literacy Education Educational Change Resilience (Psychology) Educational Principles Educational Research Brain Human Body Sociocultural Patterns Self Concept Conventional Instruction Informal Education Individual Development Peace Sustainability Children Gee, James Paul Books Reports - Descriptive English This is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process--human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability. This book (1) Offers a new set of ideas about literacy, learning, and human development in a risk-laden, digitally driven modern world; (2) Uses recent breakthroughs in research on brains, bodies, society, identity, and teaching and learning in and out of school; and (3) Stresses the importance of human growth and development to a more peaceful and equitable world. ED580829 Teaching, Learning, Literacy in Our High-Risk High-Tech World: A Framework for Becoming Human Teachers College Press 2017-04-14 978-0-8077-5860-1 192 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/teaching-learning-literacy-in-our-high-risk-high-tech-world-9780807758601 2018 As Provided JAN2020

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No Inclusion Teaching Methods Equal Education Disabilities Educational Environment Educational Practices Family Role Teacher Role Naraian, Srikala Books Reports - Descriptive English "Teaching for Inclusion" shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities. Situated in the everyday realities of classrooms that often include mandated testing requirements and accountability policies, this book addresses multiple dimensions of inclusive practice including curricular decisionmaking, the "grammar" of schooling, the status of family communities, and the demands of professional roles. This book (1) Values teachers as contributors to the field of inclusive education, rather than technicians implementing given concepts; (2) Offers ways of thinking about inclusive practices that educators can adapt to their own school contexts; (3) Captures the real dilemmas faced by classroom teachers as they implement recommended practices; and (4) Incorporates a range of perspectives, including educators, students, and families. [Foreword by Dianne L. Ferguson.] ED580830 Teaching for Inclusion: Eight Principles for Effective and Equitable Practice. Disability, Culture, and Equity Series Teachers College Press 2017-04-28 978-0-8077-5858-8 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/teaching-for-inclusion-9780807758571 2018 As Provided JAN2020

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No Mixed Methods Research Educational Technology Technology Uses in Education Electronic Publishing Printed Materials Grade 1 Elementary School Students Reading Comprehension Documentation Reading Tests Interviews Teaching Methods Comparative Analysis Herman, Heather A. Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 1 This mixed methods research explores the effects of literacy support tools to support comprehension strategies when reading informational e-books and print-based text with 14 first-grade students. This study focused on the following comprehension strategies: annotating connections, annotating "I wonders," and looking back in the text. Data collection comprised the Developmental Reading Assessment®, 2nd edition, comprehension quiz scores, literacy support tools tally system, teacher interview, and researcher/literacy support personnel's anecdotal notes. The students participated in two conditions: (a) reading informational e-books using digital literacy support tools, and (b) reading informational print-based texts using traditional literacy support tools in either Phase 1--Fall or Phase 2--Winter/Spring. Students who read informational print-based text showed a higher mean level of comprehension, F(1, 24) = 22.415, p = 0.001, eta[superscript 2] = 0.483, than those that read informational e-books. A chi-square analysis indicated significant patterns between the e-book comprehension scores and the usage of the literacy support tools, X[superscript 2](6, n = 211) = 25.79, p = 0.001, as well as between the print-based comprehension scores and the usage of the literacy support tools, X[superscript 2](4, n = 640) = 10.98, p = 0.027. In addition, there were significant patterns between the student's reading level and the usage of the literacy support tools when reading e-books, X[superscript 2](4, n = 214) = 35.21, p = 0.001, as well as between the student's reading level and the usage of literacy support tools, X[superscript 2](4, n = 639) = 21.43, p = 0.001. The qualitative data highlights the student's literacy support tool preference, the ability to use the tools, and understanding the relevant application of the tools. Incorporating informational e-books and digital literacy support tools into the classroom provides additional opportunities to read and comprehend informational 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.] ED579100 The Effects of Literacy Support Tools on the Comprehension of Informational e-Books and Print-Based Text ProQuest LLC Ed.D. Dissertation, Widener University 2017-00-00 978-0-3552-0382-0 189 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:10622250 2018 As Provided JAN2020

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No Correlation Trust (Psychology) Principals Leadership Styles Rural Schools Low Income Socioeconomic Status Transformational Leadership Teacher Administrator Relationship Behavior Rating Scales Personality Measures School Effectiveness Scores Statistical Analysis Teacher Surveys Management Development Latsch, Nicole Dissertations/Theses - Doctoral Dissertations Idaho EISSN- English The climate of school is built by the relationships of the principal and teachers. Relationships between faculty and principals within schools depend on trust for developing a successful school. The researcher investigated if relationships maybe enhanced or deteriorated by the behaviors shown by the principal. The purpose of this correlational quantitative study was to examine the relationship between principal behaviors, such as praising, buffering, involving, and caring and faculty trust throughout rural schools in Idaho with a low socioeconomic student population. Transformational leadership theory was the foundation for the study. The researcher analyzed through the correlational research method the variables and their relationship to faculty trust within the school through the Principal Behavior Scale and the Omnibus T Scale. In addition, the researcher was examining if trust correlates to an effective school as shown by state scores. The analysis of the correlation of the behaviors to trust was determined through Pearson Product Moment Correlation statistical testing and the examination of the school effectiveness to trust was analyzed through an ANOVA. There were nine schools that participated in the study and 82 total teachers who completed the surveys. The researcher found through the analysis that all four behavior constructs; praising, buffering, caring, and involving were highly correlated to trust. Involving behaviors such as open communication and shared-decision making were found to be highest correlated to trust. There was no evidence of trust relating to higher test scores between the lower and higher performing schools. Recommendations for practical use were to incorporate the findings into principal professional development for districts and principal training for preparatory courses. Future research included replicating the study within schools with a wider discrepancy of scores, different types of schools such as; private schools, charter schools, even schools in different geographical locations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579101 A Correlation between Trust and Principal Leadership Behaviors in Rural Low Socio-Economical Schools ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3552-2569-3 126 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:10622112 2018 As Provided JAN2020

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No Minority Groups Administrator Characteristics Qualitative Research White Students Racial Composition Experience Suburban Schools Interviews Focus Groups Surveys Phenomenology Critical Theory Race Administrator Attitudes Administrator Role Work Environment Interpersonal Relationship Mentors Barriers Coping Ofili, Alexander C. Dissertations/Theses - Doctoral Dissertations Michigan EISSN- English During a period of high expectations and accountability for public schools, some minority administrators have chosen to work in predominantly White schools. The purpose of this qualitative study was to examine the professional and personal experiences of minority administrators located in predominantly White suburban school districts in one affluent county located in southeastern Michigan. Through in-depth interviews, a focus group, and surveys, participants shared their experiences and perspectives on leadership as minority administrators in predominantly White schools. Using a phenomenological approach, the researcher analyzed the participants' responses through the lens of the critical race theory. Four themes emerged from the analysis of the minority administrators' responses. First, participants embraced the opportunity to change negative perceptions people may have about members of their race through positive daily interactions with faculty, parents, and students within their school communities. Second, participants felt they were closely watched by all members of their school community--unlike their White colleagues--which impacted their behavior as school leaders. Third, participants valued the relationships they established along their journeys with mentors and attributed much of their professional development to the support they received from supportive colleagues. Fourth, the participants all experienced difficult times as school leaders; to overcome their challenges, they relied on their faiths, families, or friends as their sources of strength. The minority administrators' experiences were challenging and rewarding as they led schools with faculties and students different from their own race. From their experiences, the researcher created a counter-story highlighting their perspectives on 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.] ED580631 Minority Administrators' Perspectives on Leadership in Predominantly White Schools ProQuest LLC Ph.D. Dissertation, Eastern Michigan University 2017-00-00 978-0-3554-7842-6 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10277852 2018 As Provided JAN2020

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No Teacher Characteristics Reading Instruction African American Students Reading Achievement Teacher Influence Acceleration (Education) Teaching Methods Scores Teacher Attitudes Elementary School Teachers Middle School Teachers Statistical Analysis Teacher Surveys Hypothesis Testing Educational Attainment Teaching Experience Workshops Johnson, Debra Renee Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education How are teacher characteristics related to teaching practices in reading instruction? Melton, Smothers, Anderson, Fulton, Replogue, & Thomas (2004) maintained teachers are the most powerful dynamic in the classroom. African American students often attain lower reading scores than other students. It is important to determine which teacher characteristics may be affecting the reading achievement of African American students when the Accelerated Reading (AR) program is utilized in the classroom. This study examined teacher characteristics and compared them to elements of the Accelerated Reader program and teaching approaches the participants may have used with their African American students to increase their reading achievement scores. The study is necessary to the field of literacy because no study exists that considers the actions of the teachers when they utilize the AR program with their African American students to increase their reading achievement scores. This study reported responses and comments of 25 teacher participants from three different elementary-middle schools. The use of quantitative data from the research-based online SurveyMonkey Pro survey and written comments from participants were considered the most effective methods of data collection and provided a logical approach to gathering information and maintaining the validity of the data. The 42-question survey instrument included multiple choice and free-response answers regarding how the participants implemented the AR program. The hypothesis predicted that the teacher characteristics would be related to all eight elements and all ten approaches. The data analysis was completed with IBM's SSPS Statistics software, Version 22, to determine statistically significant relationships. The results of the study indicated five teacher characteristics, specifically the participants' educational level, the participants' total years of teaching experience, the participants' years of using AR in the classroom, the years the participants had been teaching the current grade, and the number of school or district AR workshops the participants attended positively correlated with multiple elements of the AR program and many of the teaching approaches the participants used with their African American students to increase their reading achievement 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.] ED580632 Teacher Characteristics and Effective Implementation of the Accelerated Reader Program, as Reported by Teachers of African American Students ProQuest LLC Ph.D. Dissertation, Oakland University 2017-00-00 978-0-3553-1253-9 151 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:10600158 2018 As Provided JAN2020

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No International Schools Administrators Labor Turnover Board Administrator Relationship Tenure Superintendents Correlation School Organization Administrative Organization Trust (Psychology) Palsha, Zakariya S. Dissertations/Theses - Doctoral Dissertations EISSN- English In recent years, public school superintendents have faced increased demands from rigorous federal and state accountability standards. Yet, researchers have reported that academic improvement does not happen by chance but rather through effective leaders with ample time to implement broad, sustainable reform. The purpose of this study was to examine the self-reported causes of turnover of international school directors, specifically, whether the relationship between the school board and the international school director is linked to length of tenure of the international director. The theoretical framework that addresses superintendent turnover as influenced by internal board dynamics, including school board/superintendent relationship, is the Decision Output Theory (Wirt & Kirst, 2005). Descriptive data seem to indicate the quality of relationship between the international school director and the school board as a possible factor for international school directors to leave their previous position. There was a correlation between "quality of relationship" and "length of tenure," r[subscript s] (120) = -0.419, p < 0.001. There seems to be evidence that when the top administrator leaves, the entire organizational structure is affected, regardless of the professional setting. It seems evident that the understanding of building a positive relationship between the international school director and school board, founded on trust and respect, is one that has a far-reaching impact on the length of tenure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579102 International School Director Turnover as Influenced by School Board/Director Relationship ProQuest LLC Ed.D. Dissertation, Seattle Pacific University 2017-00-00 978-0-3551-9027-4 135 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:10622131 2018 As Provided JAN2020

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No Student Attrition School Districts Qualitative Research Dropouts Program Implementation High School Students Repetition Required Courses Interviews Focus Groups Questionnaires Gardner, Emmett C. Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English High Schools This qualitative study explores perceptions of a dropout recovery program implemented in two high schools in Waterway School District from the perspectives of program facilitators, school administrators, and former student participants. Individual interviews, focus group interviews, and an online questionnaire are the sources of data for the study. Three theories support the proposed study. The first, Hirschi's Control Theory (1969), explains how keeping a child (student) bonded with the school affects delinquency and underachievement. The next supporting theory is the Graduation-Dropout Process Theory (Kronick & Hargis, 1998), which places students into dropout categories. The final supporting theory is Vroom's Expectancy Theory (1964), which holds that constant predictions of likely outcomes, e.g. achieving academic success, create expectations about future events, e.g. graduation. Findings will contribute to the extensive body of literature on student attrition, and specifically to the literature on credit recovery 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.] ED579103 Addressing Student Attrition: Perceptions of a Credit Recovery Program in a Coastal Virginia School District ProQuest LLC Ph.D. Dissertation, Hampton University 2017-00-00 978-0-3551-9851-5 140 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:10622138 2018 As Provided JAN2020

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Yes Foreign Countries Higher Education Educational Development Enrollment Trends Barriers Educational Practices Educational Policy Access to Education Educational Quality Gür, Bekir S. Reports - Evaluative Turkey University of California, Berkeley. Center for Studies in Higher Education English Higher Education The imbalance between supply and demand of higher education has always been the greatest challenge for Turkey. To overcome this challenge, Turkey beginning in 2006 established new public universities, mostly in less developed provinces. Now one in two fresh high school graduates is being admitted to a higher education program. Yet, the rapid growth of higher education triggered debates about the quality of education. Based on an analysis of available statistics and reports, this essay analyzes this process of massification in Turkey, including a brief synopsis of its higher education system at the beginning of the new millennium, and then the rapid expansion after 2006. It then discusses four major challenges waiting to be addressed in this nation of some 80 million. First, there is still significant unmet demand for higher education in Turkey and there is no clear strategy on how to meet with the increasing demand in the coming years. Second, there is a substantial shortage as well as regional imbalance of quality faculty. Third, the governance structure of higher education system has been poor; the system is considered as too centralized, highly rigid, and out-of-date. Fourth, as Turkey abolished tuition fees at public universities since 2013, it needs to develop a sustainable financial model. ED580831 Democratization and Massification of Higher Education in Turkey and Challenges Ahead. Research & Occasional Paper Series: CSHE.3.16 Center for Studies in Higher Education 2016-02-00 7 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 33 As Provided JAN2020

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Yes Foreign Countries Global Approach Higher Education Educational Practices Educational Development Educational Change Public Policy Economic Factors Economic Development Asian Culture Developing Nations van der Wende, Marijk Zhu, Jiabin Reports - Evaluative China University of California, Berkeley. Center for Studies in Higher Education English Higher Education This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country's policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class universities, and cooperation with Europe and the West? What is China's role in the globalization of higher education, its global agency in higher education, and the impact of its diaspora, soft power, and its new Silk Routes policies? What is its capacity to become a global leader in higher education, i.e. in creating global public goods, such as knowledge and educational opportunity? It seems that China's higher education focus is shifting, widening, and diversifying. It is seeking a leading role along its New Silk Roads, primarily in its neighboring region, but potentially reaching out into Europe. This is in line with its renewed economic policy, aimed at innovating its large-scale manufacturing sector and reducing regional inequalities. A more diversified higher education system should come along to support this. At the same time, China is still an important basis for talent recruitment by the US and Europe. China's higher education sector is thus becoming more complex and will require a next level of strategic management, facilitated by new governance models which allow institutions to seize their opportunities, while guiding the country as a whole towards a "World-Class System." ED580832 China: A Follower or Leader in Global Higher Education? Research & Occasional Paper Series: CSHE.1.16 Center for Studies in Higher Education 2016-02-00 15 Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ N/A 2018 77 As Provided JAN2020

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No High Schools Athletics Extracurricular Activities Citizenship Education Sportsmanship Supervision Governance Administrative Organization Surveys Attitude Measures Organizations (Groups) State Programs Jefferies, Scott Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English High Schools The Virginia High School League is a private, non-profit organization whose member schools include public high schools and one private school in the Commonwealth of Virginia (Virginia High School League Organization, 2015). This organization manages and supervises athletics and other extracurricular activities such as forensics, debate, drama and publications (Polakiewicz, 1985). The mission statement of the Virginia High School League is "The Virginia High School League is an alliance of Virginia's public and approved non-boarding, non-public high schools that promotes education, leadership, sportsmanship, character and citizenship for students by establishing and maintaining high standards for school activities and competitions" (Virginia High School League Handbook, 2016, p. 13). Since each state is responsible for establishing a system of supervision and oversight for regulating interscholastic athletics and activities, differences in the administrative structures among each state's athletic associations are inevitable. This dissertation contains court cases regarding interscholastic athletics, and their impact on state athletic associations. Current issues facing not only the Virginia High School League, but all state athletic associations are also examined in this dissertation. The survey results suggest that participants support the VHSL's authority to impose probation which would prohibit the participation of coaches and sponsors, member schools, and participants. Additionally, the survey results suggest that the majority of participants believe the VHSL is performing well and that home-schooled students should not be able to participate in VHSL athletics and activities. Moreover, survey participants identify the major issues they believe the VHSL will face in the next five to ten years, while also identifying organizational changes that the VHSL should make. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579354 An Analysis of the Performance, Governance, and Authority of the Virginia High School League, Inc. ProQuest LLC Ed.D. Dissertation, Virginia Polytechnic Institute and State University 2017-00-00 978-0-3552-0934-1 149 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:10647463 2018 As Provided JAN2020

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No Foreign Countries English (Second Language) Second Language Instruction Cultural Influences Higher Education Global Approach Language of Instruction College Students College Faculty Questionnaires Interviews Observation Resource Allocation Nonaka, Chisato Dissertations/Theses - Doctoral Dissertations Japan EISSN- English Higher Education "Akogare" [desire] is a Japanese word laden with cultural and emotive values. In the recent TESOL [Teaching English to Speakers of Other Languages] studies, "akogare" has been conceptualized to emphasize the Japanese specific desire for English or "the West" in general. This study not only leverages such a conceptualization of "akogare", but also reframes it to highlight the complex and liberating space created by "akogare" where, I argue, individuals can negotiate or even transcend their ethnic, national, racial, gender, or linguistic identities. Using "akogare" as both an analytical lens and focus of investigation, this narrative study examines the field of Japanese higher education (JHE hereafter) in which, over the past few decades, the government has rolled out several large-scale "kokusaika" [internationalization] policies. While billions of yen (=millions in USD) are expended annually for such policies, few studies have yet to determine the actual effects. Moreover, these policies advocate English education (as both a subject and as the medium of instruction) with little reservation, postulating that English is the remedy for all international and global matters. To better understand the current "kokusaika" state of JHE and to reimagine what "kokusaika" should/can look like for Japan in the coming years, I examine the narratives of Japanese university students and faculty members. Specifically, this study focuses on how my study participants (over 200 students, faculty, staff, and other informants from JHE institutions) may perceive "Japaneseness" or "non-Japaneseness" at a given time and space, which has helped render a complex picture of the kokusaika landscape and of Japan at large. Methodologically, online questionnaires, follow-up interviews, and field observations are utilized to weave together threads of stories between and across different types of data. Through the bricolage of narratives, this study presents three major findings. First, it demonstrates how "Japan" or "Japaneseness/non-Japaneseness" is collectively yet divisively imagined/practiced by my study participants. This not only helps raise awareness of the complex "-scapes" of Japan, but also addresses the urgency to create a space for alternatives voices. Second, kokusaika funds are often being allocated to a select few universities while other universities without the necessary means are left out of the kokusaika campaign. By extension, there seem to be have and have-not universities within the kokusaika landscape of Japan and their students are likewise affected. Third, the idea of English in Japan reigns across different academic contexts where it can both foster and obscure one's akogare, even amongst the most well-established scholars in Japan. In this sense, English may be causing turbulence in the traditionally hierarchical system of JHE because one's years of experience or academic integrity and rigor may become less important when his/her English skills are put to the test. Overall, what seems largely absent yet progressively important in today's Japan, particularly in the kokusaika campaign, is a sense of multiplicity. I conclude, therefore, that the ongoing kokusaika campaign should be utilized as a potential and appropriate venue to foster a sense of multiplicity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579355 Projecting Self and Other through "Akogare" [Desire] among Japanese University Students: The English Language and The Internationalization of Higher Education in a Changing Japan ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6502-6 327 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10656621 2018 As Provided JAN2020

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Yes School Health Services Physical Health Health Promotion Prevention Correlation Grade Point Average Graduation Rate Program Effectiveness Student Characteristics Adolescents Longitudinal Studies Child Health Interviews High School Students Statistical Analysis Predictor Variables Rochmes, Jane E. Reports - Research National Longitudinal Study of Adolescent Health ISSN- Stanford Center for Education Policy Analysis (CEPA) English High Schools Health and education are reciprocally related, and research indicates that unhealthy students are poorly positioned to learn. Providing services that prevent health problems or help students cope with existing health concerns is one way that schools intervene in the relationship between student background and educational outcomes. Providing health services on campus is theorized to promote educational goals by increasing access to services, improving health, and enhancing opportunities to learn. However, existing empirical tests of this relationship are rare and have important limitations. This paper uses data from Add Health, which identifies numerous services provided by schools across the U.S. Multilevel models test how availability of preventive or physical health services relates to adolescents' academic performance as well as implications for racial and socioeconomic educational inequality. Analyses consistently demonstrate that school provision of preventive/physical health services is positively related to youths' educational outcomes--including a higher GPA, lower odds of failing courses, and higher odds of graduating from high school--but also little evidence of differing associations across student subgroups. Additional results mitigate concerns that these relationships are biased by selection and offer evidence that increased opportunities to learn are one mechanism for the positive role of health services. ED580833 School-Based Healthcare and Academic Performance: Implications of Physical Health Services for Educational Outcomes and Inequality. CEPA Working Paper No. 15-07 Stanford Center for Education Policy Analysis 2016-08-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 45 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 43 As Provided JAN2020 T32HD007339

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Yes Foreign Countries Meta Analysis Teacher Burnout Gender Differences Marital Status Institutional Characteristics Tenure Effect Size Intellectual Disciplines Educational Attainment Stress Variables Statistical Analysis Yorulmaz, Yilmaz Ilker Altinkurt, Yahya Journal Articles Reports - Research Turkey EISSN- English The purpose of this study is to determine the effect of gender, marital status, subject matter, school type, educational status and seniority variables on teacher burnout. In this regard, a meta-analysis was conducted for the studies on teacher burnout in Turkey. The effect size analyses were performed with 100 studies for gender, 73 for marital status, 17 for subject matter, 15 for school type, 34 for educational status, and 54 for seniority variables. In the study, the possibility of a publication bias was examined. The results of the study conducted with a random effects model revealed that gender, marital status, subject matter, and educational status had a very low effect on teacher burnout, whereas this effect was very low or low for seniority, and low or medium for school type variables. Besides, the variance among the studies for study-type, grade-level, and region moderators did not differ significantly apart from gender variable. ED580834 The Examination of Teacher Burnout in Turkey: A Meta-Analysis Online Submission Turkish Journal of Education v7 n1 p34-54 2018 2018-00-00 21 N/A 2018 96 As Provided JAN2020

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Yes Grade 7 Secondary School Students Control Groups Experimental Groups Values Education Foreign Countries Writing Assignments Reading Comparative Analysis Teaching Methods Quasiexperimental Design Grammar Program Effectiveness Karahan, Berna Ürün Atalay, Tazegül Demir Journal Articles Reports - Research Turkey ISSN-2501 - 1111 English Grade 7 As is known, reading is a skill the individual faces throughout his/her life. Reading, which is also one of the four basic language skills, allows an individual to establish a connection with life. So that, self-improvement of the individual, the process of understanding and interpreting what is happening around him/her, expressing himself/herself and communicating with others, achieving success in education process, and living-conveying the culture earn success with correct acquisition and continuity of this skill. Individuals, who read and define themselves and their environment correctly, succeed also in understanding and transferring process of cultural structures. Each individual adopts the culture and value structure of the society where he/she lives. For this reason, it is important for individuals to understand some local and universal values correctly and to exhibit correct behaviors in this process. To do this, education about some value concepts are given to the secondary school students by the National Education. The population of the study consisted of 7th-grade students studying in two secondary schools affiliated with the Ministry of National Education. While one group was the experimental group, the other one was the control group. While a values education supported with reading materials was given in one of these schools, a values education without any intervention of the teacher in the process was given at the other school. At the end of the specified period, the students in both groups were asked to write a story containing the values they learned. The first three successful students were rewarded. The data were assessed by making document analysis. Students' skills to apply story-writing rules correctly and express the values they learn as well as their skills to understand and interpret correctly were examined here. As a result of the study, it was observed that the students who were given the values education wrote more successful stories than the other group. ED580835 A Review on Reading-Supported Values Education of 7th Grade Students (Case of Kars Province, Turkey) Online Submission European Journal of Education Studies v3 n10 p34-52 2017 2017-00-00 19 N/A 2018 29 As Provided JAN2020

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Yes Independent Study High School Students Learning Strategies Academic Achievement Grade 11 Student Improvement Teaching Methods Pretests Posttests Experimental Groups Control Groups Instructional Effectiveness Reflection Statistical Analysis Qualitative Research Questionnaires Observation Anca, Monica-Iuliana Bocos, Musata Journal Articles Reports - Research EISSN- English High Schools The experimental research performed by us with the purpose of exploring the possibilities of development of strategic learning competences and improvement of school performance of 11th grade students, pedagogical profile, specialisation in primary school-kindergarten teacher, falls in the category of researches aiming to make efficient certain didactical strategies by testing new action methods. In this proposed subject, which is of great interest, we tried to offer the teaching staff support in performing student-focused activities, which would stimulate them and raise awareness, as well as shape them as self-sufficient persons, capable of setting goals and of reflecting, individually, as well as collectively, upon strategies chosen to reach those aims. The data achieved and processed with the SPSS programme have revealed that the educational programme created by us, systemic and focused on independent activities, which valorise the individual, collective, cognitive and meta-cognitive reflection, inputs to shaping the strategic learning competence and facilitates the improvement of their school performance. ED580836 The Role of Independent Activities in Development of Strategic Learning Competences and Increase of School Performance Level, within the Study of High School Pedagogy Online Submission Educatia 21 Journal n15 Article 7 p49-54 2017 2017-00-00 7 T 2018 4 As Provided JAN2020

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No Mixed Methods Research Construct Validity Educational Assessment Accountability Program Evaluation Program Implementation Interviews Public Schools School Districts Educational Improvement Knowledge Level Models Educational Policy Equal Education Geurin, Justin A. Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English The purpose of this research project was to conduct an exploratory analysis of the 2016 Mississippi Statewide Accountability System (MSAS), which is the model by which all public schools in Mississippi are assessed, rated, and ranked, in an attempt to assess whether or not the system is an effective policy tool, especially in relation to the goals associated with its development and implementation. The study was conducted in three distinct sections: Phase One analyzed the model itself and all associated documents, while the researcher also conducted interviews with several individuals with knowledge of the development of the system to establish the goals for implementation. Phase Two was a quantitative analysis of the 2015-2016 MSAS to identify if there were any issues of construct validity revealed in the results, primarily looking at the Top-15 and Bottom-15 districts in the state. Phase Three consisted of one-on-one interviews with community members in six school districts across Mississippi, three from the Top-15 group and three from the Bottom-15 group, in hopes of identifying the perception surrounding the accountability model and whether or not it had any impact on the local communities being served. While Phase One revealed implementation goals centered on themes of "simplification" and "improvement," Phase Two highlighted several issues of construct validity across the various components being measured, and Phase Three revealed stakeholder perceptions centered on themes of "knowledge of the accountability system," which was extremely limited, and "impact of the accountability grades on the local community," which was unanimously perceived to be a direct link. Overall, as the MSAS was developed to provide parents and community members with relatable information about the performance of their local schools and guide improvement, the results of this study appear to prove the model is an ineffective policy tool, as a lack of knowledge of the system and its intricacies is widespread and the components being measured raise several validity issues, which leave room for potential inequities in the education system, especially for areas stricken by widespread poverty. In spite of these issues with the model, community members across the state see the potential impact a school or district's accountability grade has on the local community and it is therefore necessary for the Mississippi Legislature, the Mississippi Department of Education, educators, and community stakeholders to re-convene and further discuss the issue of accountability and how best to move the state's public education system forward to promote student achievement and community 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.] ED580633 An Exploratory Analysis: A Mixed-Methods Investigation of the Construct Validity of the 2016 Mississippi Statewide Accountability System ProQuest LLC Ph.D. Dissertation, The University of Mississippi 2017-00-00 978-0-3553-0355-1 172 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:10616832 2018 As Provided JAN2020

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No Interdisciplinary Approach Science Education Inservice Teacher Education Faculty Development Science Teachers Science Instruction Pedagogical Content Knowledge Science Process Skills Scientific Concepts Program Effectiveness Teacher Improvement Teacher Effectiveness Hierarchical Linear Modeling Teacher Attendance Communities of Practice Correlation Scores Inquiry Teacher Researchers Science Tests Scientific Principles Yang, Yang Dissertations/Theses - Doctoral Dissertations EISSN- English Systematic studies on effectiveness of in-service teacher professional development (PD) are important for science education research and practice. Previous studies mostly focus on one certain aspect of the entire program, for example, effectiveness of PD on improvement of teachers' knowledge or students' learning outcomes. This study, however, explores a complete model of effectiveness of PD from the intervention of a PD program to teachers' improvement in knowledge and practice, to how teacher change influences students' beliefs, and finally to student understanding of interdisciplinary science concepts according to NGSS. The sample includes 5527 students in 200 classrooms within 12 schools. The results of multi-level analysis show that teacher attendance in professional learning communities (PLC) positively relates to their scores in pedagogical content knowledge (PCK) test and teachers' implementation of inquiry teaching benefits from adequate engagement in authentic science and engineering research. Furthermore, students whose teachers engage in longer periods of research perform significantly higher on the interdisciplinary science test. The mediation effects between PD intervention and student outcomes are explored. PD intervention helps teacher implement inquiry teaching in classroom, which directly influences student understanding of interdisciplinary science, self-efficacy in learning science, and understanding of Nature of Science (NOS). The later two factors also have positive impact on student understanding of interdisciplinary 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.] ED580634 Effects of an Interdisciplinary Science Professional Development Program on Teacher Pedagogical Content Knowledge, Science Inquiry Instruction, and Student Understanding of Science Crosscutting Concepts in Twelve Public Schools: A Multi-Level Modeling Study ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-0991-1 180 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:10619421 2018 As Provided JAN2020

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No Inclusion Charter Schools Urban Schools Elementary Schools Middle Schools Qualitative Research Special Education Disabilities Educational Practices Academic Achievement Interviews Observation Individualized Instruction Cooperation Outcomes of Education Williams, Regina N. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement 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.] ED579104 Inclusive Classrooms: A Basic Qualitative Study of K-8 Urban Charter School Teachers ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3552-2921-9 145 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:10622308 2018 As Provided JAN2020

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No Community Colleges Rural Areas Interviews Entrepreneurship Social Capital Economic Development Labor Force Development College Role Electronic Mail Leadership Training Social Networks Rural Development Case Studies Organizational Change Genandt, James D. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges The traditional role of workforce training by community colleges in support of regional economic development is insufficient to help rural areas survive in a global economy. Rural community colleges are uniquely positioned to provide enhanced economic development support through entrepreneurship and small business development programs. Using Woolcock and Narayan's conceptualization of social capital, the purpose of this case study of 4 community colleges in a midwest state was to identify specific entrepreneurship strategies rural community colleges use relative to economic development. The data were collected via email and telephone interviews with 11 employees connected to leadership and/or economic development from the 4 community colleges. Interview data were transcribed, inductively coded, and subjected to thematic analysis according to job duties of the respondents. Findings from this study indicate that key factors in improving entrepreneurial capacity include a need to strengthen leadership development, and enhance regional social capital through synergy networks linked to economic development efforts involving the rural college. These findings are similar to the Rural Community College Initiative that was funded by the Ford Foundation. The implications for social change stemming from this study include advocating entrepreneurship through social capital and shared vision via rural community colleges to stabilize and strengthen those regions, with the potential creating more vibrant economies for rural 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.] ED579105 A Case Study of Rural Community Colleges' Transition to Entrepreneurship ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3552-0661-6 152 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:10622628 2018 As Provided JAN2020

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No Elementary School Teachers Team Teaching Regular and Special Education Relationship Disabilities Urban Schools Qualitative Research Case Studies Program Effectiveness Teacher Collaboration Special Education Teachers Grade 3 Grade 4 Grade 5 Mathematics Instruction Language Arts Teacher Attitudes Coding Teaching Methods Teacher Role Administrator Role Cooperative Planning Faculty Development Workshops Observation Interviews Kadakia, Geeta Gupta Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Education In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship on collaboration efforts and of the effectiveness of coteaching in meeting the needs of students with disabilities were examined. Emergent themes were identified from the data through open coding and verified through NVivo and a peer reviewer. The findings showed that participants perceived coteaching to be an effective teaching strategy for working with students with disabilities. They suggested the following areas for improvement in their school's current coteaching program: parity among teachers, administrative support, shared planning time, relevancy of training, collaboration, and follow through regarding the roles and responsibilities of teachers. Based on the results, a professional development workshop was developed to improve the overall effectiveness of the coteaching program and better meet the needs of students with various disabilities in general education classrooms. The provision of training through the workshop may positively affect teachers' perceptions and implementation of coteaching. An improved academic environment in cotaught classrooms may benefit 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.] ED579106 Elementary Teachers' Perceptions of the Effectiveness of Coteaching ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3552-1350-8 136 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:10622865 2018 As Provided JAN2020

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No Web Based Instruction Computer Simulation Nursing Education Teaching Methods Anesthesiology Statistical Analysis College Students Student Surveys Student Attitudes Pretests Posttests Scores Comparative Analysis Outcomes of Education Instructional Effectiveness Hospitals Risk Kimemia, Judy Dissertations/Theses - Doctoral Dissertations Michigan Pennsylvania EISSN- English Higher Education Purpose: The purpose of this project was to compare web-based to high-fidelity simulation training in the management of high risk/low occurrence anesthesia related events, to enhance knowledge acquisition for Certified Registered Nurse Anesthetists (CRNAs). This project was designed to answer the question: Is web-based training as effective as high-fidelity manikin based simulation training, in assisting CRNAs to maintain knowledge for the management of high risk/low occurrence anesthesia related events over a training period of four weeks in a level one trauma facility? Methods: This was a quantitative study. Institutional Review Board (IRB) approval was obtained from Penn State Hershey Medical Center (PSHMC) and the University of Michigan-Flint (U of M-Flint), before study participants were enrolled. A total of 32 participants were enrolled in the study. Participants were randomly assigned to either group I (web-based training) or group II (high-fidelity simulation training). All enrolled participants completed a written demographic survey and pre-test. After their respective training sessions, participants completed a post knowledge test. Quantitative data analysis was used to process the data. Results: Average baseline pre-training percentage correct score for the web-based group was 80.67%, with a post-training average score of 87% reflecting an increase of 6.33% p value 0.13 not significantly different from zero. In the high-fidelity simulation group, average baseline pre-training score was 82.33%; average post-training score was 83.66%, p value 0.70 reflecting a non-significant increase of 1.33%. Comparison of average percentage correct improvement between the training groups (6.3 web vs. 1.3 sim) p value 0.34, revealed a non-significant difference in the knowledge gained between the web-based and high-fidelity simulation groups. Conclusion: Maintaining skills for the management of high risk/low occurrence anesthesia related events can be difficult due to the infrequency of these events occurring during a practitioner's career. It is important that CRNAs maintain the knowledge and skills to manage these rare events. High fidelity simulation has been shown to be an effective training technique in anesthesia. Some institutions may not have the advantage of offering simulation to employees, due to budget constraints, or the availability of lab time and instructors. Web-based training is easily accessible, and can be conveniently available to learners. It may accommodate diverse learning styles, and offer an opportunity for CRNAs to train at their own pace, to enhance learning. This study showed, web-based training is as effective as high-fidelity simulation for training CRNAs for the management of high risk/ low occurrence anesthesia related events at Penn State Hershey Medical Center. Data Sources: Medscape, PubMED, CINAHL, and Google scholar. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579107 Web-Based versus High-Fidelity Simulation Training for Certified Registered Nurse Anesthetists in the Management of High Risk/Low Occurrence Anesthesia Events ProQuest LLC Dr.AP Dissertation, University of Michigan-Flint 2017-00-00 978-0-3552-2592-1 72 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623387 2018 As Provided JAN2020

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No Kindergarten School Entrance Age Correlation Preschool Education Academic Achievement Prior Learning Statistical Analysis Quasiexperimental Design Children Longitudinal Studies Surveys Child Development Age Differences Reading Achievement Reading Tests Grade 3 Elementary School Students Social Change Decision Making Preschool Teachers Parent Child Relationship Information Dissemination Educational Research Kowalczyk, Courtney Lynne Dissertations/Theses - Doctoral Dissertations Early Childhood Longitudinal Survey EISSN- English Kindergarten Children participating in kindergarten programming across the United States are expected to perform at a higher level than ever before. Many of these children are unprepared and developmentally unready for the academic tasks that await them. Researchers have shown that an older age at the start of kindergarten is a predictor of academic achievement. Researchers have also shown that prior preschool experience impacts academic achievement. What has been unknown though is how the relationship between both beginning kindergarten at an older age and attending preschool prior to beginning kindergarten impacts academic success. Using Piaget's theory of development as a foundation, this study examined the relationships among age at the start of kindergarten, prior preschool experience, and academic achievement. A quantitative quasiexperimental methodology was used with ex post facto data. Data from the Early Childhood Longitudinal Study were analyzed using a 2-way ANOVA to assess the strength of the effects of the variables. Results indicated that children who were 6 years of age at the start of kindergarten outperformed their younger peers on 3rd grade reading achievement assessment. Preschool experience was found to not impact reading achievement, nor did it moderate the relationship between age at the start of kindergarten and 3rd graders' reading achievement. These results support the notion that social change can come about through the dissemination of this research to parents and early childhood educators and provide assistance in making decisions about when children are ready for 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.] ED579108 The Relationships among Kindergarten Entrance Age, Preschool Experience, and Reading Achievement ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3552-1353-9 95 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10622940 2018 As Provided JAN2020

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No Case Studies Charter Schools Social Justice Community Organizations Neoliberalism Equal Education Educational Philosophy Educational Development Democracy Herzog, Anat Dissertations/Theses - Doctoral Dissertations California (Santa Ana) EISSN- English This case study attempts to better understand the nuances of charter school impact by documenting the story of the Board of La Escuela Freire (the Board), a group attempting to open a democratic, social justice charter school in Santa Ana, California. In asking the question: "What has been the development process of La Escuela Freire?", this case study creates insight into internal processes and external contexts that impact grass-roots charter school development, and the larger phenomenon of charter school development more broadly. Understanding how community based organizations journey through new school development creates space to discuss how social justice leaders and organizations must toggle successfully between realities of a neoliberal educational context, and the social justice or democratically focused ideologies they espouse. Lack of understanding about charter development creates opaqueness around impacts and possibilities of charter schools as spaces of community participation and engaged public life; isolating charters from social justice agendas in research and discourages social justice educators and researchers alike, from pursuing ways of thinking about charters that could turn this growing movement towards equity and social justice. This case study calls for a more nuanced understanding of charters and charter school development that considers them potential spaces for democracy. For the Board, represents a reflexive process of meaning making, shedding light on possibilities for moving forward. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579109 So, You Want to Start a Charter? La Escuela Freire: A Charter School Case Study ProQuest LLC Ph.D. Dissertation, Chapman University 2017-00-00 978-0-3552-3339-1 225 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:10624268 2018 As Provided JAN2020

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No Scholarship Private Colleges College Faculty Higher Education Teaching (Occupation) Case Studies Comparative Analysis Teacher Attitudes Woodley, Arto Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Boyer (1996) noted that, just as the responsibilities of American higher education were expanding after World War II, the definition of scholarship began to narrow to focusing on the production of certain kinds of research and publications. He added that many faculty members are attracted to the professoriate because of their passion for teaching and service, and this narrowed view of scholarship created a false dichotomy between teaching and research and limited service in the academy. Since that time, there has been confusion about what constitutes knowledge and what it means to be a scholar. This study adds to Boyer's (1996) discourse by defining what it means to be an engaged scholar in the context of private higher education institutions. It was a single site case study and was performed with faculty members from a private institution involved with engaged scholarship (i.e., civic engagement, service learning, community based research, experiential learning, etc.) Their input about their experiences was compared to the institution's answers on the Carnegie Foundation Elective Civic Engagement Classification Application and its critical documents in engaged scholarship. The results helped provide a clearer definition of engaged scholarship on campus and a template of how to build a faculty centered culture of engaged scholarship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579110 Building a Culture of Engaged Scholarship in Private Higher Education Institutions: a Faculty Centered Approach ProQuest LLC Ed.D. Dissertation, Widener University 2017-00-00 978-0-3552-0597-8 214 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:10622322 2018 As Provided JAN2020

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No Social Media Teaching Methods Educational Technology Technology Uses in Education Blended Learning Integrated Learning Systems Student Attitudes Student Participation Shared Resources and Services Daniel, Michael Aubrey Dissertations/Theses - Doctoral Dissertations EISSN- English Hybrid learning has been shown to enhance students' experiences in the classroom and can promote deeper learning when the tools used meet the students' particular learning needs. Many digital natives are familiar with Facebook and are able to navigate it with little difficulty. When used in an education setting in the place of traditional learning-management systems, this familiarity generates mostly positive perceptions of the classroom and help to develop a stronger sense of community. Through Facebook, students reported better class-related discussions and an improved ability to share resources, leading to professional growth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579111 Student Perceptions of Facebook as a Learning Aid ProQuest LLC Psy.D. Dissertation, Spalding University 2018-00-00 978-0-3552-3273-8 113 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:10624217 2018 As Provided JAN2020

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No College Students Church Related Colleges Catholics Student Attitudes Distance Education Academic Support Services Student Personnel Services Sense of Community Online Courses Acceleration (Education) Correlation Student Surveys Online Surveys Use Studies Student Satisfaction Measures (Individuals) Scores Emmanuel-Frenel, Rouseline Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Higher Education This study asked two primary questions: (1) to what extent do distance learners find value in student support services; and (2) is there a relationship between the value placed on student support services and students' sense of belonging in the university's learning community? Value was defined as the frequency of use, importance, and satisfaction with student support services. The participants in the study were drawn from undergraduate and graduate students enrolled in one or more online courses in a Catholic University in Pennsylvania's accelerated adult learning program. These students were taking at least 80 percent of their formal instruction online, and were enrolled in the spring and/or summer sessions of 2016. The research was conducted using a quantitative correlation research design. The variable of value in student support services was measured using a web-based survey assessing the respondents' frequency of use, perceived importance, and satisfaction with 14 student support services. The variable of online students' feelings of connection to the wider university community was measured using the Social Connectedness subscale of the Campus Connectedness Scale. To examine the relationships between the perceived value of student support services and respondents' sense of belonging, a Pearson correlation coefficient was computed for total use of support services, total perceived importance of support services, and total satisfaction with the total sense of belonging scores. The findings revealed a positive correlation between the extent that distance learners used and were satisfied with the student support services and the students' sense of belonging in the learning community. However, sense of belonging did not significantly correlate with the perceived importance item. The combined results of this study demonstrate that online learners use and satisfaction with student support services had a positive impact on these students' sense of engagement and belonging in the institution 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.] ED579112 A Study of the Relationship between Distance Learners' Perception of the Value of Student Support Services and a Sense of Belonging in the University's Learning Community ProQuest LLC Ed.D. Dissertation, Gwynedd Mercy University 2017-00-00 978-0-3552-1958-6 149 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:10622513 2018 As Provided JAN2020

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No Teaching Methods Mathematics Instruction Mathematical Concepts Program Effectiveness School Districts Learning Disabilities Mathematics Curriculum Special Education Middle School Students Standardized Tests State Programs Mathematics Tests Program Implementation Marttila, Katie L. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Middle Schools For the realm of this study, the researcher reviewed two separate mathematics programs that have been implemented within the school district to address both the needs of the students with learning disabilities and the requirements of the local and state assessments. The mathematics programs are designed with two different methods to meet the learning needs of the students. The Saxon Math program by Houghton Mifflin Harcourt Company aims to teach students using a spiraling method while the Ready Common Core program by Curriculum Associates uses language and standards-based methods. The programs are expected to help students achieve success at a rate comparable to their peers in reference to standardized assessments. This study will look at the effectiveness of the implemented mathematics curricula designed for the special education students in the learning support classroom in a middle school based on collected data. It will review the state achievement rate for both groups using the PSSA (Pennsylvania System of School Assessment) and also a local standardized assessment called the GMADE (Group Mathematics Assessment and Diagnostic 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.] ED579113 Determining the Effectiveness of the Saxon Math Program and the Ready Common Core Program for Students with Disabilities ProQuest LLC Ed.D. Dissertation, Gwynedd Mercy University 2017-00-00 978-0-3552-0668-5 133 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:10622633 2018 As Provided JAN2020

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No Student Teacher Attitudes Reflective Teaching Teaching Methods Interviews Hermeneutics Phenomenology Coding Data Analysis Interpersonal Communication Students Time Alignment (Education) Holistic Approach Brueck, Stefan R. Dissertations/Theses - Doctoral Dissertations EISSN- English This inquiry explores Integral Theory's prospective value to assist interpreting student teachers' communicated awarenesses for how they make sense of their own pedagogies, acknowledging student teachers' partial existence within post-secondary teacher education circumstances along with emerging twenty-first century conditions. Accordingly, this research project attended to three student teachers, each interviewed individually in tandem with a two-fold integrally-informed investigative strategy. First, the researcher documented and described self-identified holons, or whole/part phenomena (Koestler, 1967; Wilber, 1996a, 1997, 1998, 2000a, 2000b, 2001b, 2004b, 2007, 2011a, 2011b, 2011c), student teachers communicated about their pedagogical priorities. Then the researcher analyzed the findings via aspects within a particular version of an integrally-informed framework, exploring participants' interpreted awarenesses of their pedagogies more richly. Methodologically employing an integrally-informed hermeneutic phenomenology, Ricoeur (1976, 1981) and Esbjorn-Hargens (2007) were utilized as primary touchstones with their work being distinctively applied in relation to collected data and proposed investigative issues. The software program MaxQDA was additionally applied for coding and data analysis purposes. In this study, student teacher participants were found to have altogether communicated 694 different holons a combined total of 8,140 instances. The most prevalent holons that student teacher participants communicated about their pedagogies were found to be, amongst all three persons in descending order of instances: 1) Communication; 2) Children/Students; 3) Time; and 4) Academics. Moreover, it was determined that participants' communications were in minimal alignment with the "explicit" discourse of an integrally-informed approach to pedagogy. Participants' collective interview responses did jointly "signal", though not in great depth or breadth, at least some recognizable overlap with seventeen of Esbjorn-Hargens' twenty aspects of integral education, a.k.a. an integrally-informed approach to pedagogy. Participants' interpreted awarenesses did not appear to include causal-formless or witnessing states. Furthermore, participants did not seem to convey any significant indication of fifth order or stable integral (Turquoise) consciousness. Ultimately, by contributing to the cultivation of wisdom, this scholarly venture fosters that which is currently believed to be beneficial for demonstrating the impact of integrative metatheories (MetaIntegral Foundation, 2015), uniquely regarding educational research conducted on the interpreted awarenesses student teachers communicate pertaining to their pedagogical reality/realities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579114 Student Teachers' Interpreted Awarenesses of Their Pedagogies: An Integrally-Informed Inquiry ProQuest LLC Ph.D. Dissertation, The University of Wisconsin - Madison 2017-00-00 978-0-3552-0957-0 414 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10622945 2018 As Provided JAN2020

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No Young Adults Social Media Social Networks Privacy Information Security Reputation Employer Attitudes Computer Mediated Communication Profiles Phenomenology Semi Structured Interviews Audiences Usability Risk Technological Literacy McCune, T. John Dissertations/Theses - Doctoral Dissertations EISSN- English With privacy settings on social networking sites (SNS) perceived as complex and difficult to use and maintain, young adults can be left vulnerable to others accessing and using their personal information. Consequences of not regulating the boundaries their information on SNS include the ability for current and future employers to make career-impacting decisions based upon their online reputation that may include disqualifying them as job candidates. On SNS, such as Facebook, LinkedIn, and Twitter, young adults must decide on how to manage their online reputation by regulating boundaries to their own personal and professional information and identities. One known practice for the regulation of boundaries is the use of multiple profile management (MPM), where users of SNS create and use multiple accounts on a SNS and separate the social and professional identities that they disclose publicly and privately. The purpose of the study was to understand the lived experiences of young adults in how they regulate boundaries on SNS, through the use of MPM, as they manage their online reputation to different audiences. The practice was studied by applying interpretative phenomenological analysis (IPA) through interviewing young adults of 18-23 years of age, who use MPM on a SNS. Semi-structured interviews permitted participants to provide in-depth descriptions of their lived experiences. Eight themes were identified and described based on the analysis of the interviews that include: SNS use with online audiences, motivations for using MPM, the processes for the presentation of self, online search results, privacy settings, untagging SNS posts, self-editing and censorship, and new features. The themes describe the complexity and challenges that young adults face with regulating boundaries with their professional and social identities online through the use of MPM. Findings from this study have implications for a variety of audiences. Through the findings of this study, SNS developers can introduce new features, improve usability related to privacy management, and further encourage use of their networks. Users of SNS can use this study to understand risks of using SNS and for learning of practices for how to manage their online reputation on SNS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579115 A Study of How Young Adults Leverage Multiple Profile Management Functionality in Managing Their Online Reputation on Social Networking Sites ProQuest LLC Ph.D. Dissertation, Nova Southeastern University 2017-00-00 978-0-3552-1595-3 163 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:10622739 2018 As Provided JAN2020

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No Access to Education General Education Preservice Teachers Teacher Education Programs Preservice Teacher Education Feedback (Response) Observation Models Course Descriptions Expertise Equal Education Private Colleges Focus Groups Fogarty, Diane Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education To examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and give feedback on a current clinical observation tool being utilized. Feedback indicated that the current tool was insufficient for measuring pre-service teachers' knowledge and understanding of UDL. Further, the current tool was not anchored to the UDL framework or any other teaching framework. In service to contributing to the field of teacher preparation, a new clinical practice tool grounded in Universal Design for Learning was created. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579116 Universal Design for Learning: A New Clinical Practice Assessment Tool toward Creating Access and Equity for All Students ProQuest LLC Ed.D. Dissertation, Loyola Marymount University 2017-00-00 978-0-3552-2595-2 181 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:10623437 2018 As Provided JAN2020

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No Trustees College Faculty Teacher Attitudes Leadership Qualities Competence Community Colleges College Presidents Surveys Likert Scales Statistical Inference Statistical Significance Personnel Selection Statistical Analysis Brockbank, Kevin C. Dissertations/Theses - Doctoral Dissertations Washington EISSN- English Higher Education The purpose of this quantitative non-experimental study is to determine the leadership competencies most desired by members of the community college board of trustees and faculty for a community college president. The study will examine the alignment of those competencies between the trustees and their faculty groups to determine if the two groups seek similar or dissimilar qualities in a president. This research is also designed to further existing research on insights that may be helpful to boards of trustees, faculty, presidential search committees, and other college stakeholders when conducting a presidential search. Data for this survey was collected using a survey instrument designed from the AACC Competencies for Community College Leaders framework, created in 2005. This framework provided 45 illustrations of competencies, representing six major competency areas, which the respondents ranked on a Likert scale. The survey was sent to 751 faculty and 25 trustees across six community colleges in eastern Washington. Descriptive statistics were used to create a demographic profile of the respondents and inferential statistics were used to determine if statistically significant differences existed between the response of the faculty and trustees on each illustration. The Mann-Whitney U and Independent Samples Median test were used to determine if statistically significant differences did exist between the two respondent groups. A statistically significant difference was found in the responses of the two groups on 6 of the 45 competency illustrations. The results of the study do provide implications for future practice that will benefit trustees, faculty, presidential search committees, sitting presidents and prospective presidents. Recommendations for research to further these findings include expansion to a more diverse group of stakeholders and the practical implications of using the AACC model to guide a presidential search. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579117 Perceptions of Trustees and Faculty on the Required Leadership Competencies for a Community College President ProQuest LLC Ed.D. Dissertation, University of Montana 2017-00-00 978-0-3552-0388-2 162 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:10622526 2018 As Provided JAN2020

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Yes Enrollment Trends Census Figures Elementary Secondary Education Statistical Analysis Postsecondary Education Higher Education Nursery Schools Early Intervention Early Childhood Education Kindergarten Elementary Education Secondary Education Home Schooling Charter Schools Age Differences Instructional Program Divisions Dropouts Gender Differences Racial Differences Ethnicity Employment Level Undergraduate Study Graduate Study Certification Specialization Student Characteristics Race Hispanic American Students White Students African American Students Asian American Students Language Usage Immigrants Institutional Characteristics Geographic Regions Disabilities Poverty Socioeconomic Status National Surveys Davis, Jessica Bauman, Kurt Reports - Evaluative US Census Bureau English Elementary Secondary Education In the United States in 2011, more than one in four people were going to school. This included many types of people--children going to nursery school and elementary school, young adults attending high school and college, and adults taking classes to obtain a degree or diploma. What is known about these people--their age and sex, where they live, their progress through school, the types of schools they attend? This report provides a guide to data from the U.S. Census Bureau and other sources that provide a picture of the 83 million people who are enrolled in school. ED579118 School Enrollment in the United States: 2011. Population Characteristics. P20-571 US Census Bureau 2013-09-00 14 US Census Bureau. 4600 Silver Hill Road, Washington, DC 20233. Tel: 800-923-8282; Tel: 301-763-4636; e-mail: Census.in.Schools@census.gov; Web site: http://www.census.gov/ N/A 2018 0 ERIC JAN2020 ED573334

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No Self Efficacy Advanced Courses STEM Education Females Secondary School Students Mixed Methods Research Social Cognition Social Theories Extracurricular Activities Rural Schools Learning Motivation Questionnaires Enrollment Correlation Communities of Practice Decision Making Course Selection (Students) Resilience (Psychology) Peer Relationship Learner Engagement Bernasconi, Bethany Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Despite years of attention, gender inequity persists in science, technology, engineering, and mathematics (STEM). Female STEM faculty, positive social interactions, and enrollment in advanced STEM secondary coursework are supportive factors in promoting female students' persistence in STEM fields. To address the gap in understanding these factors, this study employed a sequential mixed method design using a framework of social cognitive theory. Research questions focused on how levels of self-efficacy and perception of personal and social factors among female secondary students related to their enrollment in advanced STEM coursework and extracurricular activities in a rural New England school where gender parity exists. All 18-year-old female students (N = 82) were invited to complete the self-efficacy subsection of the Science Motivation Questionnaire II (SMQII). Self-efficacy and enrollment in advanced STEM courses and extracurricular activities were analyzed using a Pearson correlation (N =35). Self-efficacy levels did not correlate with the participants' enrollment in advanced STEM courses and extracurricular activities. In addition, a purposeful sample of participants (N =7) who completed the SMQII was used to conduct individual interviews investigating how the community of practice contributed to female students' decisions to pursue advanced STEM coursework. Two themes emerged: the roles of the personal landscape (e.g., resilient mindset) and the social landscape (e.g., peer interactions). Professional development materials to support staff in implementing a cognitive apprenticeship were created in response to the emergent themes. In addressing the lack of understanding of female secondary students' engagement in advanced STEM coursework, positive social change may be achieved by supporting a greater percentage of women who can pursue STEM career 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.] ED579119 The Relationship between Self-Efficacy and Advanced STEM Coursework in Female Secondary Students ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3552-0602-9 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10622543 2018 As Provided JAN2020

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No Visualization Art Art Education Creativity Critical Thinking Educational History Self Expression Cromarty, Edward Dissertations/Theses - Doctoral Dissertations EISSN- English This study utilizes an educational historical narrative research method to understand the unique viewpoint of Lowenfeld toward visualization as a holistic concept in progressive art education. Employing a social constructivist framework, it explores the problem that the emphasis in education on the surface elements of standardized subject-based curriculum has overlooked development of the student's creativity, critical thinking abilities, and holistic growth; and that this may be harmful to the mental and human growth of the student, lead to dictatorial practices, and repress self-expression, creativity, and student sensitivities. It explores the development of visualization in progressive art pedagogy, and helps to comprehend and appreciate the pedagogies of the seminal educators who inspired its emergence. In studying the unique holistic pedagogy of Lowenfeld it investigates the books, journal articles, class lectures, speeches, and educational child artwork of Lowenfeld. The study concludes with concrete findings and recommendations for practice with respect to the diverse social and educational environments that differ with every unique setting and individual. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579899 An Educational Historical Narrative Study of Visualization in the Progressive Art Pedagogy of Lowenfeld ProQuest LLC Ed.D. Dissertation, Northeastern University 2017-00-00 978-0-3554-1190-4 182 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:10633803 2018 As Provided JAN2020

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No Community Colleges Academic Achievement Two Year College Students Theory Practice Relationship Ceremonies Educational Environment Luddy, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges A college degree is vital to the economic and social well-being of the entire nation and its citizens. Yet, community colleges--which serve half of all students in higher education--have low graduation rates. Lack of academic preparation, competing personal and work demands, and economic stress make earning a degree difficult for many. As part of a national agenda, community college leaders are searching for new ways to help students succeed. Student success theories have historically provided practitioners with frameworks to understand how students navigate the educational environment. This dissertation analyzed a selection of student success theories and ritual theories to contribute to new ways of thinking about student success through ritual theory and practice. Using Critical Interpretive Synthesis, two common themes emerged: Emplacement and Passage. The concept of Emplacement reflects community college students' need for academic and social challenge while anchored in their communities of origin. The concept of Passage reflects students' need for structured guidance, including the formulation of goals and the celebration of milestones. The dissertation's product includes a number of recommendations for practitioners in the creation of well-constructed and impactful rituals. Rituals are more likely to be successful if they involve some physical movement, build on existing traditions and calendars, utilize local geography and culture, and serve both practical as well as symbolic functions. Rituals that build community, such as festivals, are particularly important for community 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.] ED579900 The Ritual Lens: Student Success in Community Colleges ProQuest LLC D.Mgt. Dissertation, University of Maryland University College 2017-00-00 978-0-3554-1498-1 185 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:10633816 2018 As Provided JAN2020

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No Mathematics Instruction Algebra High School Students Grade 9 Phenomenology Qualitative Research Self Efficacy Student Attitudes Urban Schools Student Placement Teaching Methods Self Esteem Lopes, Manuel J. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools At a time of persistent unemployment, especially among the less skilled, many wonder whether our schools are adequately preparing students for the 21st-century global economy. Despite above average employment rates, firms are experiencing shortages of educated workers, outsourcing professional-level work to workers abroad, and competing for the limited number of employment visas set aside for highly skilled immigrants. The challenge is particularly great in math, science, and engineering (Martin & Rimm-Kaufman, 2015). Student success in math is essential for a strong workforce because math provides the foundation for many science, technology, and engineering disciplines (Martin & Rimm-Kaufman, 2015). High school students across the United States (US) are behind in mathematics performance in comparison to their peers across the globe. This phenomenological qualitative study examined the perceptions of the self-efficacy of 9th grade Algebra 1 students at an urban high school in New England based on their placement in low, on, or above level Algebra classes and how these perceptions can be used to create school and teaching practices that foster both competence and the necessary accompanying confidence as well as practices that "convert instructional experiences into education in inefficacy" (Bandura, 1997, p. 12). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580635 The Perceptions of the Self-Efficacy of 9th Grade Algebra 1 Students at an Urban High School in New England Based on Their Placement in Low, On, or above Level Algebra Classes ProQuest LLC Ed.D. Dissertation, Endicott College 2017-00-00 978-0-3554-9563-8 203 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:10619422 2018 As Provided JAN2020

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No College Mathematics Case Studies Numeracy Remedial Mathematics Course Content Algebra Prerequisites Comparative Analysis Mathematics Curriculum Educational Attainment Allen, Charles Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Informed by Gagne's belief in the necessity of prerequisite knowledge for new learning, and Bruner's Spiral Curriculum Theory, the objective of this case study was to explore the postsecondary pathway from remedial mathematics, through one gateway mathematics course, and into the quantitative literacy requirements of various non-STEM programs of study. Particular attention was directed towards analyses of the vertical alignment of course content between: (1) the two consecutive remedial mathematics courses (Beginning Algebra and Intermediate Algebra), (2) the two remedial courses and the gateway course (Fundamentals of College Mathematics), and (3) the gateway course and the quantitative literacy needs of the higher-level coursework in the programs of study. A thorough examination of artifacts and feedback from participants were employed to determine the contents of and prerequisite skills for the mathematics courses. Survey results and extant literature were analyzed to determine the quantitative literacy requirements for later coursework within non-STEM programs of study. Comparison matrices were then utilized to explore the extent of vertical alignment by analyzing overlaps in content from course to course, and by matching prerequisites to course contents throughout the pathway. Evidence of gaps in vertical alignment was discovered, leading to recommendations for changes in course content necessary to fill those gaps. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580636 Are Universities Providing Non-STEM Students the Mathematics Preparation Required by Their Programs?: A Case Study of A Quantitative Literacy Pathway and Vertical Alignment from Remediation to Degree Completion ProQuest LLC Ph.D. Dissertation, University of Nevada, Las Vegas 2017-00-00 978-0-3553-1254-6 173 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10600260 2018 As Provided JAN2020

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No Family School Relationship Home Visits Teachers Mixed Methods Research Focus Groups Interviews Parent Surveys Student Surveys Coding Parent Participation Safety Needs Assessment School Districts Lucas, Melissa Ann Dissertations/Theses - Doctoral Dissertations EISSN- English Across the country, people believe education in America is in crisis, and the implications are frightening as historians have described the decline of public education as a threat to the nation's economy and military (Williams, 2012). This study involved examination of research on teacher home visit programs. Data were collected through a mixed methodology of focus groups, an interview, and parent and student surveys. Once data were collected, they were coded and examined to discover different themes regarding teacher home visits. The themes included the following: building relationships, diversity and safety, parent involvement, and impact on the future of students. The research data revealed the importance of determining needs and studying each teacher home visit program to determine the best fit for individual school districts. Whatever program a district decides to implement, communication among teachers, administrators, and families must be ongoing in order for the program to 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.] ED579901 Bridging the Gap between Schools and Families through Teacher Home Visits ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-4030-6 132 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:10624691 2018 As Provided JAN2020

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No Principals Administrator Attitudes Zero Tolerance Policy Discipline Policy Suspension Expulsion Identification Gender Differences School Districts School Policy Administrator Surveys Outcomes of Education Behavior Problems High School Students Qualitative Research Statistical Analysis McMasters, Sherry Ann Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English High Schools School administrators develop, recommend, and carry out policy for school districts. The policy can have long lasting effect on students. Ideology and gender of the administrator can influence adoption and implementation of individual school's policy. A study consisting of quantitative and qualitative measures was utilized to determine the difference of opinion between male and female administrators through a survey about zero tolerance discipline policy. Missouri public high school principals were the focus of the study, each receiving the opportunity to participate in the survey via email. The results of this study are consistent with previous studies, but enhance the knowledge base with new evidence. Data analysis resulted in identification of gender preferred discipline methods related to zero-tolerance discipline policy in the areas of: (a) acceptability of zero-tolerance as a discipline policy, (b) academic outcome differences of students suspended more than, compared to less than, 90 days, (c) ability of the threat of suspension and expulsion to deter negative behavior, and (d) positive or negative lasting effects for zero tolerance on 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.] ED579902 Missouri Public High School Principals Perception of Zero Tolerance ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-4031-3 149 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:10624694 2018 As Provided JAN2020

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No Student Attitudes College Bound Students Marketing Student Recruitment Phenomenology Control Groups Experimental Groups Comparative Analysis Statistical Analysis Simulated Environment Web Sites Graduate Study College Choice Serviss, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education This study was conducted to examine the perceptions of potential college students after participating in a recruitment presentation of a university. The focus was to conduct user research to establish some causal relationship between the design of a university marketing tool and a behavior such as the interest of potential students in the university. The theoretical framework of telepresence guided the design of the dependent variables. This phenomenological research study employed an experimental design. Included is a brief explanation of phenomenology as research paradigm, followed by a description of the experimental research design for this study, encompassing the location of the research participants, details regarding informed consent, the data-gathering and storage methods used, and the explanation of the data. Participants were divided into two groups: the control group and the experimental group. The control group viewed the campus via the website and the experimental group viewed the campus using virtual reality. The qualitative data were analyzed using a Mann-Whitney U test to see if there was a difference between the virtual reality campus tour and website. The results indicated that there was no difference between the virtual reality tour and the use of the website for perception, interest, and the possibility of attending a graduate program at a university. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580637 The Effect of Immersive Virtual Environments on Student Perception and Interest in a University Graduate Program ProQuest LLC Ed.D. Dissertation, New Jersey City University 2016-00-00 978-0-3554-6756-7 123 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:10616949 2018 As Provided JAN2020

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No Accountability Teaching Conditions Stress Variables Teacher Attitudes Self Efficacy Teacher Effectiveness Correlation Time Management Teacher Responsibility Discipline Motivation Emotional Response Fatigue (Biology) Special Education Teachers General Education Preservice Teachers Teacher Education Programs Student Surveys Questionnaires Ringer, Joanne L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Public education and teachers are under considerable scrutiny (Gibboney, 2008). With the inception of local, state, and national demands being placed on education, teachers are faced with many challenges (Eppley, 2015). Educational accountability measures have grown out of the political pressures impacting educational policies (Gibboney, 2008). There is much debate regarding whom teachers are accountable to and what they are accountable for (Ornstein, 1986; McDermott, 2011). This scrutiny increases a teacher's level of perceived stress. Stress and perceptions of stress differ from person to person, making it conditional and highly personal (Fimian, 2001; Jary, 2006). Although stress has been an area of study for many years, academic disciplines such as psychology, sociology, and education define it differently (Saleem & Shah, 2011). Some disciplines view stress as a process while others view it as a result of interactions influenced by culture or customs (Prabhatt, 2011). Because stress appears to be pervasive among educators today (Prabhatt, 2011), it is important to have an understanding of stress as it relates to education. The way an educator teaches and how a student learns impacts the perceived self-efficacy of the teacher (Goroshit & Hen, 2014). Current and past educational legislation also has an effect on teacher perceived self-efficacy (Goroshit & Hen, 2014). The efficacy beliefs of a teacher affect how they perform in the classroom, their goals, and what they want to achieve (Tschannen-Moran & Hoy, 2001). Perceived teacher stress and perceived teacher self-efficacy are factors that affect both general and special education teachers. Understanding how perceived teacher stress and perceived teacher self-efficacy affect educators may lead to understanding what positive variables are working with teachers, and how negative situations such as teacher attrition may be avoided. The purpose of this study was to evaluate the relationship between the following perceived stress factors: (a) time management, (b) work-related stressors, (c) professional stress, (d) discipline and motivation, (e) professional investment, (f) emotional manifestations, (g) fatigue manifestations, and perceived teacher self-efficacy with general and special education teachers. This was conducted with students in teacher education programs at a local university in the southwestern United States. There were two surveys that were combined to create the questionnaire that was used. These were the "Generalized Self-Efficacy Scale" (Schwarzer & Jerusalem, 1979) and the "Teacher Stress Inventory" (Fimian, 1984). The results of this study showed the correlation between perceived teacher stress and perceived teacher self-efficacy and how they affect a teacher. Many of the studies available at the time of this study contained more variables than perceived teacher stress and perceived teacher self-efficacy. The results of this study also provided a starting point for future research to determine why teacher attrition is occurring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580638 An Analysis of Stress and Self-Efficacy Experienced by General and Special Educators ProQuest LLC Ph.D. Dissertation, University of Nevada, Las Vegas 2017-00-00 978-0-3553-1201-0 116 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:10285702 2018 As Provided JAN2020

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No Adult Learning Adult Students Nontraditional Students Higher Education Service Learning Qualitative Research Interviews Educational Strategies Finley, Amy E. Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Adult learners represent a significant, and growing, portion of enrollment at higher education institutions. Despite their growing enrollment, adult learners are not retained at nearly the rate of their "traditional" peers, leaving colleges and universities with the need to identify programs and services that specifically address the needs and interests of this group. Adult learner scholarship identifies pedagogical strategies that are beneficial for adult learners. The pedagogical strategies identified in adult learner research significantly overlap with the strategies used in the delivery of academic serving learning courses. Therefore, the purpose of this study was to understand the experiences of adult learners enrolled in academic service learning courses to determine if this practice was a positive experience for students. This study utilizes qualitative research strategies, including personal interviews, to understand that students' experiences in these courses. The study concludes with a summary, including implications for 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.] ED580129 The Experience of Adult Learners in Academic Service Learning Courses ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3553-9588-4 157 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:10636310 2018 As Provided JAN2020

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No Mathematics Skills STEM Education Elementary School Teachers Mathematics Teachers Student Interests Self Efficacy Educational Technology Technology Uses in Education Case Studies Qualitative Research Urban Schools Observation Interviews Grade 4 Grade 5 Teaching Methods Problem Solving Equations (Mathematics) Relevance (Education) Simulation Brimmer, Linda Ertrachter Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education I investigated why math capable students are not entering science, technology, engineering, and math (STEM) careers. To research the problem, I explored how highly effective elementary math teachers (HEMT) create student interest in mathematics using the self- efficacy (SE) theory and information and communication technology (ICT). The purpose of the study was to discover if teacher training and instructional strategies can influence student interest in mathematics to improve STEM career entry. The theoretical framework adopted for this study was the SE theory, and the 4-phase model of interest development was the conceptual framework. Participants in this multi-case qualitative study included 5 HEMT who work in a southern ICT-based urban school. The data gathered were individual teacher observations, interviews, and discussions about student artifacts, which were then analyzed for themes and patterns using NVivo software. The results indicated that the teacher participants use vertical curriculum experiences to improve student SE in 4th and 5th-grade students to fill-in curriculum gaps. Also, problem-solving math equations based on real-world simulations are used to stimulate and sustain a perceived student interest in mathematics. Additionally, ICT was used to augment math lessons and to personalize learning. Society will benefit from this information when educational stakeholders implement instructional strategies that improve student interest through the use of real life scenarios. Real-world math applications can influence elementary student interest in taking higher levels of math education that lead to STEM 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.] ED580130 Careers in STEM Begin with Elementary Student Interest in Mathematics ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-6855-0 145 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:10636388 2018 As Provided JAN2020

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No Formative Evaluation Academic Achievement Semitic Languages Second Language Learning Second Language Instruction Language Tests Correlation Public Agencies Diagnostic Tests Language Proficiency Summative Evaluation Spanish Korean Mandarin Chinese Regression (Statistics) Language Classification Comparative Analysis Guidelines Theory Practice Relationship Reading Skills Listening Skills Scores Statistical Analysis Castro-Peet, Alma Sandra Dissertations/Theses - Doctoral Dissertations EISSN- English Purpose: This study explored a technological contribution to education made by the Defense Language Institute Foreign Language Center (DLIFLC) in the formative assessment field. The purpose of this quantitative correlational study was to identify the relationship between online formative (Online Diagnostic Assessment; ODA) and summative (Defense Language Proficiency Test 5; DLPT5) assessments in foreign language instruction in Spanish, Korean, Chinese Mandarin, and Standard Arabic to determine their relationship to student success in a basic course program for adult students at the DLIFLC. Methodology: This nonexperimental correlational study included a standard regression model to determine correlations between ODA scores and DLPT5 final scores through a Pearson product-moment correlation. Findings: Findings were as follows: (a) Category IV languages showed higher discrimination across levels than did a Category I language; (b) the ODA has a closer relationship to the DLPT5 for reading than for listening; (c) listening scores tend to consistently fall one to two levels lower than DLPT5 at Interagency Language Roundtable (ILR) Levels 3 and 2+; and (d) both reading and listening tend to have a consistent moderate relationship between the ODA and the DLPT5 at ILR Level 2. Conclusion: Because the literature review revealed a disconnect between theory and practice when looking at formative and summative assessments, and because research results showed that at least one ODA assessment demonstrated a higher degree of correlation (and score differentiation across ILR levels), the conclusion was that it is possible to devise assessments with dissimilar design constructs--formative and summative--but with common ILR requirements that, if designed appropriately, lead to comparable ILR results. Therefore, DLIFLC leaders are highly encouraged to devise similar ODA-DLPT5 correlations and benefit from the results of this research. Recommendations: ODA developers and research experts need to study reasons for variance in correlation at upper ILR levels for listening as well as the differences between Category I and Category IV languages while considering (a) open-ended responses written in the English language, (b) the ODA semiadaptive features, (c) testing times, (d) differences between formative and summative assessments constructs, and (e) unique idiosyncrasies for assessing listening. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579120 Online Formative Assessments as Valid Correlates of Foreign Language Proficiency Levels as Measured by IL/DLPT5 Summative Tests ProQuest LLC Ed.D. Dissertation, Brandman University 2017-00-00 978-0-3552-2862-5 288 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623673 2018 As Provided JAN2020

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No Educational Practices Best Practices Higher Education Teacher Motivation College Faculty Teacher Effectiveness Awards Academic Achievement Role McNamee, Lonnie Dissertations/Theses - Doctoral Dissertations California EISSN- English Higher Education There are many kinds of teachers in that teach in higher education. Some of these teachers teach at a high level while some teach at a substandard level. Educators are inspired and invigorated upon viewing students' achievement. Menlo and Low (1988) examined educator employment happiness throughout five countries and discovered that educators were most enthusiastic when students perform well and when they comprehend the learning. Studies suggest that motivation plays a role in teaching. In order for a teacher to be excellent and perform at a high level, there must be a learning synergy between the teacher and students. One of the central dynamics affecting this collaboration is the motivation of the faculty. The results of this motivation can breed teaching excellence. The purpose of this study was to determine the best practices in higher education faculty motivation. The population of the study consisted of 15 current or previous faculty recipients of Pepperdine University's Howard A. White award. The interview questions were based upon a literature review of intrinsic and extrinsic motivators as well as other factors relating to motivation and the best practices in higher education faculty motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579121 Best Practices in Higher Education Faculty Motivation ProQuest LLC Ed.D. Dissertation, Pepperdine University 2017-00-00 978-0-3552-2577-8 175 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:10623348 2018 As Provided JAN2020

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No Mathematics Instruction Mathematics Teachers Teaching Methods Teacher Responsibility Teacher Attitudes Beliefs Mathematics Skills Mathematical Concepts Elementary School Teachers Concept Formation Secondary School Teachers Teacher Surveys Focus Groups Reilly, Brian M. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Elementary Education A primary contributor to facilitating student learning in mathematics includes the mathematics teacher. The design of instructional delivery, presentation of engaging activities and analysis of student feedback are the key responsibilities that mathematics teachers are tasked with in order to present learning opportunities to the students. The approach to satisfying these responsibilities is contingent on the teachers' values and beliefs regarding the various aspects of mathematical proficiency. In this study, I have investigated teachers' valuation of two of these aspects: procedural fluency and conceptual understanding. The literature on these two aspects of mathematical proficiency has focused almost exclusively on elementary teachers. Research studies have uncovered a proclivity of elementary teachers toward procedural learning despite the abstract nature of mathematical processes. Elementary teachers have been found to possess a certain aversion toward a deeper conceptual understanding of mathematics. With regard to secondary teachers, the research is more focused on instructional strategies that emphasize mathematical concepts, but neglect the relationship that these concepts may have to the robust procedures that allow students to process known values as they attempt to discover solutions to both prescribed and unique problems. This study examined the values that secondary teachers place upon two learning constructs within the framework of mathematical proficiency, and how these values influence their approach to teaching. "How do secondary mathematics teachers value procedural fluency and conceptual understanding in their instructional practices?" is the fundamental question of this study. The study reaches beyond this initial question to also examine the root causes of the establishment of these values by asking "how do teachers develop their value-system of procedural fluency and conceptual understanding in their instructional practices?". This study consisted of two phases. In phase one, teachers completed a 27-item survey instrument in order to gather responses about their beliefs regarding conceptual understanding, procedural fluency and a blend of the two constructs. Phase two consisted of a focus group interview of teachers to delve deeper into the source of the various belief systems that serve as the foundation for mathematics instruction in secondary schools in southeastern Pennsylvania. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580131 Humanizing Mathematics: An Amalgamation of Constructionist Theory and Situated Cognition in the Mathematics Classroom ProQuest LLC Ed.D. Dissertation, Drexel University 2017-00-00 978-0-3553-5683-0 142 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:10636407 2018 As Provided JAN2020

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No Comparative Analysis Team Teaching Middle School Teachers Regular and Special Education Relationship Mathematics Achievement Disabilities Middle School Students Grade 7 Mathematics Tests Scores Statistical Significance Tillman-Walker, LaCricia Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools There is a consequential amount of research in regards to coteaching and student achievement in students with disabilities. Although there is a substantial body of research, there is still uncertainty whether achievement in mathematics differs between students with and without disabilities in cotaught and non-cotaught classrooms. Therefore, the purpose of this quantitative, casual-comparative study was to examine what, if any difference exist in the overall student achievement in math between groups of special education students and general education students in cotaught and non-cotaught mathematics classes. Participants included 186 seventh grade students at a middle school in Southeastern United States. Archival data were collected from 2014-2015 Star Math Scores and were analyzed for statistical significance across groups of special education and general education students using two-way ANCOVA. Results indicated there were no significant differences in achievement scores between students with SLD and general education students in cotaught classes together, no significant differences between students with SLD in cotaught and general education students not in cotaught classes, no significant differences between, no significant differences between students with SLD in resource classes and general education students in cotaught classes, no significant differences between students with SLD in cotaught classes and SLD students in resource classes, and no significant differences between students with SLD in cotaught classes and general education students in general education classes. However, there were significant differences in achievement scores between students with SLD in resource classes and general education students in non-cotaught classes. The findings of this study have the potential to influence school administration and district leaders to incorporate professional development opportunities and training for teachers. The study results also have the potential to impact the values, attitudes, and development of general education and special education classrooms by substantiating dissimilarities in academic achievement based on coteaching and non-coteaching. Recommendations for future research include examining coteaching in elementary and secondary school settings in multiple school districts. Another recommendation is to examine coteaching in mathematics to include six and eighth grade students. Future research could replicate the current study, but examining student achievement in cotaught classes and include years of teaching experience and teacher certification as 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.] ED580132 A Comparative Study of Coteaching in Middle School Special and General Education Classrooms and Student Mathematics Achievement ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-4740-1 126 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:10636439 2018 As Provided JAN2020

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Yes Partnerships in Education Profiles Career Academies School Location Intellectual Disciplines Specialization School Support Student Characteristics Comparative Analysis High School Students College Preparation Developmental Studies Programs Dayton, Charles Hamilton Hester, Candace Stern, David Reports - Research California University of California, Berkeley. Career Academy Support Network (CASN) California Department of Education English High Schools State legislation launched the California Partnership Academies (CPAs) in 1984. CPAs exemplify the career academy model for preparing high school students to succeed in both college and careers. Career academies are small learning communities within larger high schools, usually enrolling students in grades 10-12. Each year students take classes together, including core academic subjects and at least one career-technical course related to the academy's career theme. A team of teachers works with the same group of students over several years, linking instruction across disciplines and over time. Employers provide internships and other opportunities for students to learn outside the classroom. Several evaluations of career academies in California and elsewhere have found positive effects on students' performance during and after high school (Stern, Dayton, & Raby 2010). Career academies have provided a model for high school reform, and have become an important part of the current Linked Learning initiative in California. Each CPA sends an annual report to the California Department of Education. This profile is drawn from the CPA reports for the 2009-10 school year. It parallels a profile produced five years ago from the 2004-05 reports (Bradby et al. 2007). [For "A Profile of the California Partnerships Academies, 2004-2005," see ED509846.] ED579356 Profile of the California Partnership Academies 2009-2010 Career Academy Support Network 2011-10-00 James Irvine Foundation 58 Career Academy Support Network. Graduate School of Education University of California, Berkeley, CA 94720. Tel: 510-643-5748; Fax: 510-642-2124; e-mail: ask_casn@berkeley.edu; Web site: http://casn.berkeley.edu N/A 2018 4 ERIC JAN2020

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No Distance Education Educational Technology Technology Uses in Education Student Motivation Student Satisfaction Student Participation Literature Reviews Instructional Design Interaction Li, Wei Dissertations/Theses - Doctoral Dissertations EISSN- English As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this research was to develop a theoretically- and empirically-grounded framework for guiding interaction design in distance learning. It is anticipated that this framework can assist educators and instructional designers in designing quality interaction in distance learning. This study employed a design and developmental research methodology with three phases: analysis, development and evaluation, and revision. Findings from a systematic literature review of peer-reviewed interaction theory and research in distance learning as well as expert review informed the building of a three-phase framework for guiding interaction instructional design in distance 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.] ED579357 Development of a Framework for Guiding Interaction Design in Distance Learning ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-0996-9 165 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:10647519 2018 As Provided JAN2020

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Yes Elementary School Students Middle School Students High School Students Written Language Reading Comprehension Item Response Theory Reliability Validity Literacy Probability Standardized Tests Achievement Tests Screening Tests Diagnostic Tests Alphabets Scores At Risk Students Reading Instruction Models Correlation Reading Tests Intelligence Tests Verbal Ability Vocabulary Statistical Analysis Foorman, Barbara R. Petscher, Yaacov Schatschneider, Chris Numerical/Quantitative Data Guides - Non-Classroom Reports - Research Florida Stanford Achievement Tests Peabody Picture Vocabulary Test Florida State University, Florida Center for Reading Research English Elementary Education The Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive reading comprehension and oral language screening tasks that provide measures to track growth over time, as well as a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 50th percentile) on the reading comprehension subtest of the Stanford Achievement Test (SAT-10) in the 2014-2015 school year. Thus, the FRA provides universal screening and diagnostic tasks in a precise and efficient computer-adaptive framework with psychometrics and norms derived from large samples of Florida K-12 students representative of Florida demographics. The diversity of Florida's demographics is a microcosm of the United States. By including Vocabulary Knowledge and Syntax Knowledge Tasks, the FRA has excellent construct coverage of oral language, which has been shown to account for the vast majority (i.e., 72%-96%, with a median of 87%) of individual differences in reading comprehension in grades 4-10 (Foorman, Koon, Petscher, Mitchell, and Truckenmiller 2015) and comparable variance to decoding fluency in grades 1-2 (Foorman, Herrera, Petscher, Mitchell, and Truckenmiller 2015). This technical manual provides an introduction to: (1) mastering the alphabetic principle; (2) comprehending written language (better known as reading comprehension); (3) a summary of FRA constructs and tasks; and (4) a description of the tasks in the FRA. The manual describes the method of the large-scale linking study conducted during the spring of 2013 with approximately 45,000 students in grades 3 through grade 12 in two districts in Florida. Evaluations of the reliability and validity of the FRA are included. [For "Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Kindergarten to Grade 2. Technical Manual," see ED580134.] ED580133 Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Grades 3 through 12. Technical Manual Florida Center for Reading Research 2015-07-12 Institute of Education Sciences (ED) 65 Florida Center for Reading Research. Florida State University City Centre Building, 227 North Bronough Street Suite 7250, Tallahassee, FL 32301. Tel: 850-644-9352; Fax: 850-644-9085; e-mail: fcrr@fcrr.org; Web site: http://www.fcrr.org/ N/A 2018 43 ERIC JAN2020 Yes R305F100005 R305A100301 ED572933

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Yes Reading Instruction Reading Tests Kindergarten Grade 1 Grade 2 Literacy Probability Reading Comprehension Achievement Tests Standardized Tests Listening Comprehension Screening Tests Diagnostic Tests Reading Achievement Scores At Risk Students Item Response Theory Test Theory Written Language Reliability Validity Multiple Regression Analysis Statistical Analysis Foorman, Barbara R. Petscher, Yaacov Schatschneider, Chris Guides - Non-Classroom Numerical/Quantitative Data Reports - Evaluative Florida Stanford Achievement Tests Florida State University, Florida Center for Reading Research English Kindergarten The grades K-2 Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive alphabetic and oral language screening tasks that provide a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 40th percentile) on the word reading (in kindergarten) or reading comprehension (in grades 1-2) subtests of the Stanford Achievement Test (SESAT; SAT-10) in 2014-2015. The PLS score also places students in a reading comprehension passage in grades K-12 or a listening comprehension passage for nonreaders. Thus, the FRA provides universal screening and Diagnostic tasks in a precise and efficient computer-adaptive framework with psychometrics and norms derived from large samples of Florida K-12 students representative of Florida demographics. Significantly, by including vocabulary pairs and syntax tasks, the FRA has excellent construct coverage of oral language, which has been shown to account equally (i.e., 66.5% in grade 1 and 62% in grade 2) with decoding in explaining variability in reading comprehension in grades 1-2 (Foorman, Herrera, Petscher, Mitchell, and Truckenmiller 2015). This technical manual provides an introduction to: (1) mastering the alphabetic principle; (2) comprehending written language (better known as reading comprehension); (3) a summary of FRA constructs and tasks; (4) a description of the tasks in the FRA; (5) screening tasks; (6) comprehension tasks; and (7) diagnostic tasks. The manual describes the method of the study. A statewide representative sample of students that roughly reflected the state's demographic diversity and academic ability (N ~ 28,000 respondents across all tasks) was collected on students in Kindergarten through Grade 2. Evaluations of the reliability and validity of the FRA are included. [For "Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Grades 3 through 12. Technical Manual," see ED580133.] ED580134 Florida Center for Reading Research (FCRR) Reading Assessment (FRA): Kindergarten to Grade 2. Technical Manual Florida Center for Reading Research 2015-09-18 Institute of Education Sciences (ED) 32 Florida Center for Reading Research. Florida State University City Centre Building, 227 North Bronough Street Suite 7250, Tallahassee, FL 32301. Tel: 850-644-9352; Fax: 850-644-9085; e-mail: fcrr@fcrr.org; Web site: http://www.fcrr.org/ N/A 2018 30 ERIC JAN2020 Yes R305F100005 R305A100301 ED572933

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Yes Energy Education Power Technology Labor Force Development Trend Analysis Educational Needs Supply and Demand Higher Education Enrollment Rate Graduation Rate Employment Patterns College Programs Case Studies State Policy Federal Legislation Institutional Characteristics Economic Development Educational Practices Reports - Research Tests/Questionnaires Alabama Kentucky Georgia Maryland Mississippi New York North Carolina Ohio Pennsylvania South Carolina Tennessee Virginia West Virginia Appalachian Regional Commission (ARC) Regional Technology Strategies, Inc. (RTS) English Higher Education This study uses the best available national data to project future supply and demand for occupations associated with the energy industry for each Appalachian state, and the number of people enrolled in and graduating from programs in the Region's institutions of higher education that will be available to meet or exceed the demand. The report includes analyses of employment by energy sector and state that include projected job replacement needs; current and future energy training programs; gaps in trained workers in each state, by occupation; and state and federal policies that impact the energy sectors. In addition, information from a survey of educational institutions complements the national database with more detailed information about skill sets and non-credit programs. Finally, brief case studies of 13 educational institutions, one in each Appalachian state, are used to provide more contextual analysis. [This report was produced with Penn State University.] ED580135 Energy Workforce Trends and Training Needs in Appalachia Appalachian Regional Commission 2011-12-00 277 Appalachian Regional Commission. 1666 Connecticut Avenue NW Suite 700, Washington, DC 20009. Tel: 202-884-7700; e-mail: info@arc.gov; Web site: https://www.arc.gov N/A 2018 28 As Provided JAN2020

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No Competency Based Education College Readiness Career Readiness Individualized Instruction Grants Public Education Student Needs Skill Development Barriers Financial Support College Entrance Examinations Standardized Tests Common Core State Standards Parent Role Reports - Descriptive Kentucky ACT Assessment Kentucky Department of Education English Higher Education The Commonwealth of Kentucky is exploring competency-based education as a way to better prepare students for success in college and their careers. Some individual schools and districts are moving ahead with this innovative approach where achievement is the constant and time is the variable. Not all students learn at the same rate, or in the same way, so flexible models that adjust to the needs of students can help more students succeed. Discussions about competency-based education include two key terms: (1) competency-based; and (2) personalized learning. Competency-based learning identifies specific and measurable learning objectives that students must master before moving ahead. Assessment is meaningful and leads to a positive learning experience. Competency means not only learning content, but also the ability to apply that content to solve problems or communicate about them. Personalized learning creates a data-driven framework to set individual student goals, assess progress and ensure that students receive the academic and developmental supports they need. Examples of competency based education in Kentucky such as Saturday School, and iPads issued to students in some counties so that teachers can video their lessons and students can review them at their own pace are discussed. Another initiative discussed here is to assist students with credit recovery. A student who has to retake geometry would only need to master the units that he or she failed rather than the entire course. These approaches benefit more than struggling students. Bright students can move ahead, completing course work faster than otherwise possible. Many students now take college-level courses in high school, earning dual credits at a cost to parents below college tuition rates. Challenges, frequently asked questions, teacher education, funding, and a glossary of terms related to competency-based education are also provided. ED580136 Competency-Based Education: Helping All Kentucky Students Succeed. Final Report Kentucky Department of Education 2013-01-00 National Governors Association 16 Kentucky Department of Education. 500 Mero Street 19th Floor, Frankfort, KY 40601. Tel: 502-564-3421; Fax: 502-564-6470; Web site: http://www.education.ky.gov N/A http://www.education.ky.gov 2018 0 ERIC JAN2020 ED572994

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Yes Postsecondary Education Enrollment Trends Enrollment Rate Guides Eligibility Residence Requirements Participant Characteristics Institutional Characteristics School Registration Tuition Textbooks Educational Equipment Grades (Scholastic) Credits Student Transportation Public Schools Home Schooling Private Schools Individualized Education Programs Educational Resources Special Education Elementary Secondary Education Guides - Non-Classroom Minnesota Minnesota Department of Education English Postsecondary Education The PSEO program is a dual credit program that allows high school students to simultaneously earn high school and college credit through enrollment in and successful completion of college-level courses on a college campus or online. Students may take PSEO courses on a full- or part-time basis. The PSEO program provides students with a greater variety of class offerings as well as the opportunity to pursue more challenging coursework than may be available at the high school. The tuition, fees and required textbooks are at no cost to students. Concurrent Enrollment is another dual credit option that provides high school students with the opportunity to take college-credit bearing courses taught by college-approved high school teachers or college faculty, at a high school. High school students may earn both high school and college credit at no cost. There are several concurrent enrollment programs in Minnesota with branded titles, including but not limited to the following: (1) College in the Schools--The University of Minnesota, Twin Cities; (2) Senior to Sophomore (S2S)--St. Cloud State University; and (3) College Now--Southwest Minnesota State University. Some of the topics discussed in this guide include: student eligibility, residency guidelines, participation requirements, courses, tuition, textbooks, materials fees and equipment, credits and grades, transportation, funding, contact information and helpful PSEO links. ED580137 Postsecondary Enrollment Options (PSEO) Reference Guide Minnesota Department of Education 2017-08-00 Students 33 Minnesota Department of Education. 1500 Highway 36 West, Roseville, MN 55113-4266. Tel: 651-582-8200; Web site: http://www.education.state.mn.us/mde/ N/A 2018 0 ERIC JAN2020 ED573046

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Yes Scientific Research Research Methodology Courses Research Projects Student Projects Preservice Teachers Student Attitudes Foreign Countries Questionnaires Likert Scales Factor Structure Factor Analysis Statistical Analysis Bastürk, Savas Journal Articles Reports - Research Turkey ISSN-2501-1111 English Higher Education Selecting and applying appropriate research techniques, analysing data using information and communication technologies, transferring the obtained results of the analysis into tables and interpreting them are the performance indicators evaluated by the Ministry of National Education under teacher competencies. At the beginning of the courses that can meet pre-service teachers' needs of these knowledge and skills, there is undoubtedly the course of scientific research methods. The scientific research methods course (SRMC) has an important mission in the upbringing of tomorrow's researcher pre-service teachers. However, this mission is not possible by considering only theoretical knowledge. At this point, the practical-based research project gains importance. The purpose of this study was to reveal the thoughts of pre-service teachers about a small-scale research project (SSRP) in the scope of an SRMC. The study was carried out with 69 pre-service teachers from the faculty of education of a state university in the north of Turkey. 40 of them were from the department of primary mathematics education and 29 studied in the department of Turkish language education. A five-point Likert-type questionnaire was administered and the participants' responses were evaluated by means of a software for quantitative analysis. The results of the study revealed that doing an SSRP had many positive effects on the pre-service teachers. Indeed, the SSRP provided them the opportunity to transform the theoretical content of course into practice, to understand the nature of scientific research and respect for them, and to gain the courage to do scientific research and to pursue graduate education. ED580138 A Different Approach to the Scientific Research Methods Course: Effects of a Small-Scale Research Project on Pre-Service Teachers Online Submission European Journal of Education Studies v3 n11 p338-359 2017 2017-00-00 22 N/A 2018 34 As Provided JAN2020

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Yes Mothers Pregnancy Mother Attitudes Parenting Skills Semi Structured Interviews Information Sources Parent Education Foreign Countries Qualitative Research Biber, Kazim Journal Articles Reports - Research Turkey ISSN-2501-1111 English Adult Education When expectant mothers prepare for motherhood, this has a positive impact on their own lives and in terms of their children. The preparations in the process of pregnancy, birth, postpartum and baby care made by a mother-to-be who is becoming a parent for the first time also have an impact on preventing the prevalence of non-functional beliefs and practices. The purpose of this study is to determine the views of first-time expectant mothers regarding the available resources of knowledge and skills related to motherhood. The study was conducted with 16 volunteer mothers-to-be registered at the Mother and Child Health Center in the Alti Eylül District of the province of Balikesir, Turkey. Semi-structured interviews were held with the prospective mothers. The data were analyzed with content analysis. The prospective mothers stated that their sources of knowledge and skills related to motherhood were their own mothers and that they were not following up on any website, blog, book, or magazine for this kind of information. While all of the mothers-to-be said that they would participate in an educational program on pregnancy if one were available, none of them had ever attended a pregnancy education program. In this context, when it is considered that the mothers-to-be participating in the study were in the first years of their marriages, it might be recommended that prospective mothers be provided with parent education together with their husbands, regardless of their educational background. ED580139 Views of Expectant Mothers about Sources of Knowledge and Skills Related to Motherhood Online Submission European Journal of Education Studies v2 n11 p29-46 2016 2016-00-00 18 N/A 2018 32 As Provided JAN2020

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Yes Community Surveys Housing Ethnicity Race Age Population Distribution Population Groups Population Growth Population Trends Income Unemployment Employment Patterns Labor Force Educational Attainment Veterans Migration Patterns Disabilities Health Insurance Poverty Trend Analysis Statistical Data Statistical Distributions Pollard, Kelvin Jacobsen, Linda A. Reports - Research Numerical/Quantitative Data Alabama Georgia Kentucky Maryland Mississippi New York North Carolina Ohio Pennsylvania South Carolina Tennessee Virginia West Virginia Appalachian Regional Commission (ARC) Population Reference Bureau English This study examines state- and county-level data on population, age, race and ethnicity, housing occupancy and housing tenure, education, labor force, employment and unemployment, income and poverty, health insurance coverage, disability status, migration patterns, and veteran status from the 2010-2014 American Community Survey (ACS) for the 13 Appalachian states. Information is summarized for five Appalachian subregions and five metro designations. The study includes ACS data topics that were in the 2010 decennial census, as well as others that are no longer available in the census, to provide a comparable time series of data for all counties in Appalachia. For the first time, this report compares two non-overlapping five-year periods and allows for the study of trends in the data. ED580140 The Appalachian Region: A Data Overview from the 2010-2014 American Community Survey. Chartbook Appalachian Regional Commission 2016-04-00 105 Appalachian Regional Commission. 1666 Connecticut Avenue NW Suite 700, Washington, DC 20009. Tel: 202-884-7700; e-mail: info@arc.gov; Web site: https://www.arc.gov N/A 2018 0 As Provided JAN2020 CO1830315

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Yes Community Surveys Population Distribution Population Trends Age Differences Age Race Ethnicity Housing Labor Force Employment Patterns Unemployment Income Poverty Health Insurance Disabilities Migration Patterns Veterans Educational Attainment Statistical Data Population Growth Population Groups Regional Characteristics Pollard, Kelvin Jacobsen, Linda A. Reports - Research Numerical/Quantitative Data Alabama Georgia Kentucky Maryland Mississippi New York North Carolina Ohio Pennsylvania South Carolina Tennessee Virginia West Virginia Appalachian Regional Commission (ARC) Population Reference Bureau English This study examines state- and county-level data on population, age, race and ethnicity, housing occupancy and housing tenure, education, labor force, employment and unemployment, income and poverty, health insurance coverage, disability status, migration patterns, and veteran status from the 2011-2015 American Community Survey (ACS) for the 13 Appalachian states. Information is summarized for five Appalachian subregions and five metro designations. The study includes ACS data topics that were in the 2010 decennial census, as well as others that are no longer available in the census, to provide a comparable time series of data for all counties in Appalachia. The report compares two non-overlapping five-year periods and allows for the study of trends in the data. [For the 2010-2014 edition, see ED580140.] ED580141 The Appalachian Region: A Data Overview from the 2011-2015 American Community Survey. Chartbook Appalachian Regional Commission 2017-03-00 108 Appalachian Regional Commission. 1666 Connecticut Avenue NW Suite 700, Washington, DC 20009. Tel: 202-884-7700; e-mail: info@arc.gov; Web site: https://www.arc.gov N/A 2018 0 As Provided JAN2020 CO1866216

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No Short Term Memory Learning Disabilities Elementary Secondary Education Special Education Quasiexperimental Design Eligibility Statistical Analysis Children Intelligence Tests Cognitive Tests Cognitive Ability Scores Reading Difficulties Wilson, Corrie L. Dissertations/Theses - Doctoral Dissertations Wechsler Intelligence Scale for Children Kaufman Assessment Battery for Children Woodcock Johnson Tests of Cognitive Ability EISSN- English Elementary Secondary Education Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for special education eligibility evaluation: The two groups were students evaluated for SLD in reading eligibility who (a) did not meet criteria and (b) did meet criteria. A one-way analysis of variance was conducted to determine whether a significant difference existed between the two group's score differences between a measure of global intelligence and WM. Archival Wechsler Intelligence Scale for Children, 4th Edition, Kaufman Assessment Battery for Children, 2nd Edition, or Woodcock-Johnson Tests of Cognitive Abilities, 3rd Edition scores were used. Although no significant difference was evidenced between global intelligence and WM, the group that did not meet SLD criteria had significantly better WM scores than the group that was found eligible for SLD. By better understanding the relationship between WM and special education eligibility, practitioners may be able to implement more meaningful, better targeted research based interventions for enhancing learning outcomes for students with reading SLD, a group at high risk for high school drop out. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579122 Working Memory Difficulties and Eligibility for K-12 Special Education ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3552-2539-6 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623332 2018 As Provided JAN2020

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No Community Programs Case Studies Qualitative Research Observation Participant Observation Ethnography Technological Literacy Semi Structured Interviews Hispanic Americans Hispanic American Students Volunteers Immigrants Program Descriptions Technology Education Administrator Attitudes Student Attitudes Parent Attitudes Parent Participation Academic Aspiration Cultural Background Cultural Capital Family School Relationship Gil, Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this qualitative case study utilizing ethnographic methods was to understand how family members' participation in Digital Home, a community-based technology program in an urban mid-sized Midwestern city, built on and fostered Latino immigrant families' community cultural wealth (Yosso, 2005) in order to increase their abilities to navigate their children's schooling experiences. Two major questions guide this study: 1) How do family members involved in this community-based program perceive family involvement in their children's education and how do they believe schools define parental involvement? 2) How does participating in this community-based program affect immigrant Latino families' various forms of capital? In order to answer these questions, I conducted semi-structured interviews with six adult program participants, five children, and seven program volunteers, including the program's founder and coordinator. I also engaged in participant observation and analyzed various public and program documents. Study findings show that the program "methodology" built on and leveraged the cultural characteristics of Latino families and familial, linguistic, and navigational capital supported and extended families' educational and personal aspirations. Activating community cultural wealth, the relationships and knowledge fostered within the program supported families' resistant capital, evidenced by parents' abilities to advocate for their children within their schools. The program's approaches can serve as a model for educational leaders to enact culturally responsive leadership and family engagement practices. While the empowerment experienced by Digital Home families did not appear to spread widely within districts' schools, the program did expand the way parents could participate in their children's schooling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579123 Engaging the Community Cultural Wealth of Latino Immigrant Families in a Community-Based Program ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3552-0380-6 179 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:10622139 2018 As Provided JAN2020

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No African Languages Diachronic Linguistics Structural Analysis (Linguistics) Morphemes Phrase Structure Syntax Semantics Pragmatics Case Studies Language Research Foreign Countries Pacchiarotti, Sara Dissertations/Theses - Doctoral Dissertations Botswana South Africa EISSN- English This dissertation first addresses various shortcomings in definitions of "applicative" when compared to what is actually found across languages. It then proposes a four-way distinction among applicative constructions, relevant at least to Bantu, a large family of languages spoken in Sub-Saharan Africa. Because of the gradual nature of historical change, differences among construction types may be somewhat graded. In what are called Type A applicative constructions, the applicative morpheme expands the argument structure of its root by introducing an obligatorily present applied phrase. This expansion might result, but need not, in increased syntactic valence of the derived verb stem. Type A includes cases where the applicative on a lexicalized applicative stem still has the ability to introduce an applied phrase. In Type B applicative constructions, the applicative expands the argument structure of its root by introducing an obligatorily present applied phrase and performs other semantic/pragmatic functions on the applied phrase or on the whole clause (e.g. the applied phrase becomes the narrow-focused constituent in the clause). As in Type A, syntactic valence might be increased, but need not be. In Type C applicative constructions, the applicative does not introduce an applied phrase. Instead, it provides semantic nuances to the lexical meaning of its root (e.g. the action described by the root is performed to completion, repetitively, in excess, etc.). Unlike Type A and Type B, Type C constructions are not fully productive and may undergo lexicalization. Fourthly, in Pseudo-applicative constructions, the applicative morpheme found on a lexicalized stem does not introduce an applied phrase and does not perform semantic and/or pragmatic functions described for Type B and Type C. Because the last type, especially, has not been acknowledged in prior literature, the dissertation presents a historically informed case study of 78 pseudo-applicative forms in Tswana (S31), a southern Bantu language spoken in Botswana and South Africa. Finally, this study argues that both the synchronic functions of the Bantu applicative suffix *-id and the lexicalization paths emerging from the study of Tswana pseudo-applicative forms support an original Location/Goal function of *-id in Proto-Bantu, rather than an original Beneficiary 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.] ED579903 Bantu Applicative Construction Types Involving *-Id: Form, Functions and Diachrony ProQuest LLC Ph.D. Dissertation, University of Oregon 2016-00-00 978-0-3554-0027-4 556 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10633871 2018 As Provided JAN2020

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No Academic Persistence Dropouts School Holding Power Personality Traits Correlation College Freshmen Instructional Leadership Graduation Rate Leadership Role Predictor Variables Sylvester-Caesar, Jemma Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education College student persistence and graduation rates have been a major topic of investigation for higher education throughout the United States of America, both in 2 yr. and 4 yr. institution. Although, college education is highly valued in today's society, college persistence and graduation rates are still relatively low. Only 60% of students who began college at a 4-year institution in 2008 completed a bachelor's degree by 2014, and 30% of community college students who started school in 2005 (National Center for Education Statistics, 2016). Davidson et al. (2009) in his investigation stated that a substantial proportion of students are entering college and failing to graduate. Although a lot of research has been done on attrition, many students are still dropping out of college. Researchers have agreed that institutions must identify and understand what factors make students persist in colleges and universities. The results of this study indicated that leadership role was the highest predictor of persistence. As such, student personality may not be the main factor for addressing the problem of 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.] ED579904 Exploring the Relationship between Personality Traits, Leadership Engagement on Students' Persistence for the First Year of College ProQuest LLC Ph.D. Dissertation, Our Lady of the Lake University 2017-00-00 978-0-3554-0354-1 112 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:10633899 2018 As Provided JAN2020

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No Electronic Learning Academic Achievement Standardized Tests Case Studies Online Courses Virtual Classrooms Interviews Focus Groups High Schools Qualitative Research Gifford, William M., III Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English High Schools Online education has increased greatly in recent years among K-12 learners and post-secondary learners. Online learning provides opportunities such as course remediation or access to courses not typically offered, which have benefited many learners. The growth of online learning has also presented educators with challenges as well. Students in fully online classes often perform poorly on standardized tests when compared to their counterparts in traditional classrooms. This is not the case with the students of the Georgia Virtual School, where students participate in fully online coursework and perform on par with traditionally schooled students in the state of Georgia. The purpose of this research project was to identify what practices educators from the Georgia Virtual School use to effectively teach online learners and promote academic achievement in the virtual classroom. A qualitative approach was implemented during the research process to collect data. An exploratory case study design was used to examine online instructional practices of Georgia Virtual School educators. Data was collected through individual teacher interviews, individual administrator interviews, and a teacher focus group. A purposive sampling method was used to identify qualified study participants, and prospective participants were only considered if they had been teaching for a minimum of three years, which is the number of years required to be considered a veteran teacher as outlined by the state of Georgia. Several key themes emerged in the identification and codification of data. Thematic results of the study that positively impact online student learning include the importance of a quality online curriculum, highly skilled and motivated educators, individualized instruction and feedback, and timely and consistent communication between the teacher and all parties invested in the learning process. One recommendation based on the results of this study is that online institutions must create and implement quality curriculum in an online environment. A second recommendation based on the results of this study is that online institutions must implement policies that promote timely and consistent communication between teachers and students. Based on the results of this study continued research in the field of online education includes sampling other successful online schools and identifying what types of communication are most critical for student success in an online 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.] ED580639 Online High School Student Achievement on State-Issued Standardized Tests: A Case Study ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3552-4749-7 119 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:10616919 2018 As Provided JAN2020

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No High Schools Secondary School Teachers Administrator Attitudes Teacher Attitudes Access to Computers Program Effectiveness Statistical Analysis Educational Technology Computer Uses in Education Online Surveys Technology Integration Correlation Faculty Development Detering, Brad Dissertations/Theses - Doctoral Dissertations Illinois EISSN- English High Schools This research study, grounded in the theoretical framework of education change, used the Concerns-Based Adoption Model of change to examine the concerns of Illinois high school teachers and administrators regarding the implementation of 1:1 computing programs. A quantitative study of educators investigated the stages of concern and the mathematics teachers about the implementation of 1:1 computing devices. The researcher approached all 798 high school districts affiliated with the Illinois High School Association to participate in the research if their school district fit into one of three criteria: full 1:1 implementation at all grades 9-12, partial implementation at some grades, or carts of 1:1 devices that may be checked out. There were 31,264 high school teachers during the 2014-15 school year. Electronic media was used to distribute the survey to all 798 high school districts and SurveyMonkey was used to collect the response data. There were 451 teachers and administrators that participated in the research survey. This sample size gave an error level of 6.4% and a 95% confidence level. The researcher found that Illinois high school teachers and administrators both functioned at the Awareness Stage of Concern (SoC) and teachers used 1:1 computing devices at the Refinement Level of Use (LoU). The researcher concluded that there was a relationship between Illinois high schools teachers' demographics and the teachers' LoU. The research data also showed a correlation between the number of hours of professional development training and the LoU of 1:1 computing devices. Finally, the researcher concluded that there was a correlation between teachers' SoC and their LoU of 1:1 computing devices. The lasting result is the need for continuous professional development opportunities to address teacher concerns and increase the varied levels of classroom use of 1:1 computing 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.] ED580640 1:1 Computing Programs: An Analysis of the Stages of Concerns of 1:1 Integration, Professional Development Training and Level of Classroom Use by Illinois High School Teachers ProQuest LLC Ed.D. Dissertation, McKendree University 2017-00-00 978-0-3555-1048-5 162 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:10287224 2018 As Provided JAN2020

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Yes College Graduates Graduation Rate Remedial Instruction Remedial Programs Outcomes of Education Comparative Analysis Regional Characteristics Barriers Academic Persistence Transfer Rates (College) Age Grants Credits Two Year Colleges Enrollment Rate Success Outcome Measures Time to Degree Tables (Data) Statistical Distributions Statistical Data School Statistics Armstrong, John Zaback, Katie Reports - Research Numerical/Quantitative Data Alabama Georgia Kentucky Maryland Mississippi New York North Carolina Ohio Pennsylvania South Carolina Tennessee Virginia West Virginia Appalachian Regional Commission (ARC) Complete College America State Higher Education Executive Officers English Higher Education This report analyzes college completion metrics for the Appalachian Region, compares outcomes of students attending campuses in the Region with those of students attending campuses outside the Region, and offers insight about major stumbling blocks to college progression and completion for students in Appalachia. ED580142 College Completion Rates and Remedial Education Outcomes for Institutions in Appalachian States Appalachian Regional Commission 2014-09-00 86 Appalachian Regional Commission. 1666 Connecticut Avenue NW Suite 700, Washington, DC 20009. Tel: 202-884-7700; e-mail: info@arc.gov; Web site: https://www.arc.gov N/A 2018 0 As Provided JAN2020

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No Qualitative Research Case Studies Computer Software Cooperation Leaders Interviews Models Programming Computer Attitudes Technology Uses in Education Miko, Jeffrey Allen Dissertations/Theses - Doctoral Dissertations California EISSN- English Inadequate software development collaboration processes can allow technical debt to accumulate increasing future maintenance costs and the chance of system failures. The purpose of this qualitative case study was to explore collaboration strategies software development leaders use to reduce the amount of technical debt created by software developers. The study population was software development leaders experienced with collaboration and technical debt at a large health care provider in the state of California. The data collection process included interviews with 8 software development leaders and reviewing 19 organizational documents relating to software development methods. The extended technology acceptance model was used as the conceptual framework to better understand the social and cognitive influences on the perceived usefulness of collaboration in reducing technical debt. An inductive analysis of the data was used for coding, triangulation, and identifying themes related to the use of collaboration strategies to reduce technical debt. Prominent themes included using collaboration at all stages of development, using continuous verification processes, promoting a participatory culture, and using tools to support distributed teams. The study findings showed an environment that promotes collaboration, a culture that encourages participation, and accessibility to collaborative tools that may reduce technical debt in software projects. The results of this study may contribute to positive social change by demonstrating how individuals with diverse backgrounds and different perspectives can work together to improve critical software that people depend on every day. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580143 Collaboration Strategies to Reduce Technical Debt ProQuest LLC D.I.T. Dissertation, Walden University 2017-00-00 978-0-3553-1493-9 169 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:10635282 2018 As Provided JAN2020

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No Peace Program Evaluation Mixed Methods Research Social Justice Violence Teaching Methods Intervention Social Change Change Agents Skill Development Interviews Outcomes of Education Program Effectiveness Student Attitudes Bishop, Nicole A. Dissertations/Theses - Doctoral Dissertations EISSN- English Despite the persistent efforts individuals have made to promote social justice through education and partnering with others to facilitate social movements, structural violence rates prevail (Harris, 2004). In order to be able to accurately address the significant problem of structural violence we are experiencing, not only in schools, but in society at large, there needs to be a significant emphasis placed on the need for the use of effective initiatives that emphasize peacebuilding strategies, and empowering youth to be agents of social change implemented within the academic system (Christie, Wagner, & Winter, 2001). The present study measured the effectiveness of a program known as the Youth Peace Ambassador in Motion (YPAM), which is an intervention that utilized a peace education approach with an emphasis on peacebuilding. The aim for this study was to answer the following question: Does the Youth Peace Ambassadors in Motion program effectively foster the development of knowledge, skills and attitude for youth to become agents of social change? The study utilized a mixed methods design to research the effects of the YPAM program. The study utilized a purposeful design method to recruit 11 participants aged 16 to 19. After collecting data, 11 major themes were extracted from interviews with participants regarding their experience in participating in the YPAM 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.] ED580144 An Outcomes Evaluation on the Youth Peace Ambassadors in Motion Program ProQuest LLC Psy.D. Dissertation, Adler School of Professional Psychology 2017-00-00 978-0-3553-6374-6 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10635485 2018 As Provided JAN2020

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No Grounded Theory Accreditation (Institutions) Focus Groups Guidelines Semi Structured Interviews Costs Higher Education Competency Based Education Educational Policy Surveys Outcomes of Education Butland, Mark James Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Colleges facing pressures to increase student outcomes while reducing costs have shown an increasing interest in competency-based education (CBE) models. Regional accreditors created a joint policy on CBE evaluation. Two years later, through this grounded theory study, I sought to understand from experts the nature of this policy, its impact, and the possible need for it to be revised. Findings indicate that the Council of Regional Accrediting Commission's (C-RAC) Framework was helpful as an educational tool but was also a product of its time and may need to be updated. Analysis of survey responses, a focus group discussion, and semi-structured interviews revealed themes centering around a) the value of the Framework, b) its alignment with accreditors and changing times, and c) the need for its revision. A grounded theory of a narrative lifecycle for the Framework details a progression through six stages that is driven by predictable narrative features. Implications of a narrative policy lifecycle view of the Framework underscore the need for revision of the Framework, and the potential usefulness of applying a narrative paradigm to other higher education accreditation 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.] ED580145 The Council of Regional Accrediting Commissions Framework for Competency-Based Education: A Grounded Theory Study ProQuest LLC Ed.D. Dissertation, National American University 2017-00-00 978-0-3554-0083-0 186 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:10635635 2018 As Provided JAN2020

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No African American Students Males College Students Student Experience College Preparation Phenomenology College Planning College Attendance Critical Theory Race Academic Achievement Social Change College Bound Students At Risk Students High School Students Valentine-Cobb, Linda Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions via in-person or phone interviews, which resulted in 4 major themes. Results showed that African American male students experienced inequalities and barriers during their school years, and they were aware of segregation between schools. Predominately White Schools had better opportunities for students' success; opposed to predominately Black schools, which had less opportunities for student success. Participants described the inequalities they saw or felt regarding the differences in schools, their teachers' behaviors, and perceptions from society. This study has the potential to make a positive social change in society with specific focus on educational institutes. Therefore, if educational institutes at the district and state levels advocate for African American male students, they can become college graduates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580146 African American Male College Students' Personal Experience of College Preparation ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-2570-6 193 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:10635669 2018 As Provided JAN2020

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Yes Partnerships in Education Career Academies High School Students Cohort Analysis Student Characteristics Profiles Standardized Tests Student Records Student Participation Enrollment Trends Academic Persistence Academic Achievement Achievement Rating Program Improvement Change Strategies Stern, David Saroyan, Phil Hamilton Hester, Candace Reports - Research California University of California, Berkeley. Career Academy Support Network (CASN) English High Schools This report is a sequel to "Profile of the California Partnership Academies, 2009-2010." The "Profile" gave an overview of California Partnerships Academies (CPAs), and included some comparisons between CPA students and all high school students in California. This report provides, for the first time, comparisons between students in each CPA and non-academy students at the same high school. Administrators and teachers can use this information to guide improvement of individual CPAs. Like the "Profile," this report uses data on academy students from the October 2010 reports submitted by each CPA to the California Department of Education (CDE) for the 2009-10 school year. In addition, this report also uses information from the Standardized Testing and Reporting (STAR) program to compare the characteristics of academy and non-academy students, and to analyze scores from the California Standards Tests (CSTs). The original purpose of CPAs was to identify students who appeared to be at high risk of dropping out of school, and provide an educational experience that would motivate and enable them to obtain high school diplomas. Whether CPAs are achieving this purpose depends on the answer to three main questions: (1) Are CPAs initially enrolling high-risk students?; (2) Do these students succeed in being promoted from one grade level to the next, and ultimately graduating?; (3) During their years in the academy, does the academic performance of high-risk students improve? This report provides partial answers to these questions, by comparing students in each CPA with non-academy students at the same high school. [For "Profile of the California Partnership Academies, 2009-2010," see ED579356.] ED579358 Comparing Students in Each California Partnership Academy with Non-Academy Students at the Same High School, 2009-10 Career Academy Support Network 2012-08-00 California Department of Education James Irvine Foundation 45 Career Academy Support Network. Graduate School of Education University of California, Berkeley, CA 94720. Tel: 510-643-5748; Fax: 510-642-2124; e-mail: ask_casn@berkeley.edu; Web site: http://casn.berkeley.edu N/A 2018 4 ERIC JAN2020

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No Science Teachers Engineering Education Teacher Competencies Pedagogical Content Knowledge Technology Education Correlation Teacher Education Mixed Methods Research Online Surveys Teacher Surveys Observation Content Analysis Interviews Undergraduate Study Secondary Education Love, Tyler S. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools With the recent release of the "Next Generation Science Standards" (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the "Standards for Technological Literacy" (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive STEM literate individuals is the intentional, concurrent teaching of science, technology, and engineering concepts. Many studies have examined the pedagogical content knowledge (PCK) (Shulman, 1987) of science and T&E educators, but none have examined the science PCK of T&E educators. The purpose of this study was to examine the extent of the relationship between T&E educator's science and T&E preparation experiences, and their teaching of science content and practices. This study, which employed a fully integrated mixed methods design (Teddlie & Tashakkori, 2006), was conducted to inform the pre- and in-service preparation needs for T&E educators. A random sample of 55 Foundations of Technology (FoT) teachers across 12 school systems within one state participated in an online survey, leading to eight teachers being purposefully selected for classroom observations. Data collected from the surveys and classroom observations were analyzed through Spearman's rho tests to examine relationships between preparation factors and teaching of science content and practices. These data were corroborated with curriculum content analyses, classroom observations, and interview responses to validate the results. Analyses of the data across all three methods revealed significant correlations between many preparation factors and the teaching of science content and practices. Specifically the amount of high school and undergraduate physics courses, and T&E and science in-service delivered were found to have statistically significant, strong positive correlations. These findings suggest T&E educators with increased amounts of these preparation experiences can be expected to teach science content and practices more proficiently. The findings and conclusions drawn from the data analyses provide implications for science and T&E educators, researchers, preservice programs, and in-service professional development efforts. The discussion and implications suggest the need to conduct replication studies in different 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.] ED579359 Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators' Teaching of Science Content and Practices ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2015-00-00 978-0-3552-1012-5 422 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10647539 2018 As Provided JAN2020

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Yes Higher Education Hearings Educational Legislation Developmental Programs Developmental Studies Programs Audits (Verification) Weiss, Michael J. Legal/Legislative/Regulatory Materials New York MDRC English Higher Education This is a testimony from Michael Weiss, a senior researcher at Manpower Demonstration Research Corporation (MDRC), a nonprofit, nonpartisan social policy research organization that is dedicated to learning what works to improve policies and programs that affect the poor. Founded in 1974, MDRC evaluates existing programs and develops new solutions to some of the nation's most pressing social problems, using rigorous random assignment research designs or near-equivalents to assess their impact. This testimony presents the City University of New York (CUNY) Start program, which hopes to boost the success rates of its least prepared incoming students. In 2009 the City University of New York developed CUNY Start, an innovative developmental education program. Students who participate in CUNY Start delay college matriculation for one semester, beginning instead with a semester of noncredit, time-intensive instruction in reading, writing, and mathematics with a prescribed curriculum and instructional approach. The program also provides enhanced academic advising, tutoring, and a weekly "College Success" seminar designed to build the skills that can help students succeed in college. Students pay only $75 for CUNY Start, including the textbooks. The program's short-term goal is to substantially reduce or eliminate developmental needs after one semester, while preparing students for college courses. ED579360 Oversight Hearing on CUNY Start. Testimony before the New York City Council Committee on Higher Education MDRC 2017-04-20 3 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 0 ERIC JAN2020

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No STEM Education Secondary School Students Secondary School Teachers Experiential Learning Student Experience Vocational Education Qualitative Research Hands on Science Relevance (Education) Student Participation Career Exploration Scheduling Professional Development Financial Support School Business Relationship College School Cooperation Advisory Committees Simmons, Jamie Munn Dissertations/Theses - Doctoral Dissertations Virginia EISSN- English Secondary Education Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19-20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage "exemplary experiential" learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing "exemplary experiential" learning opportunities, investing appropriate funds for providing "exemplary experiential" learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of "exemplary experiential" learning opportunities is needed. The need for adequate funding, improving perception of CTE and STEM programs, and small class sizes was also 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.] ED579361 Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities ProQuest LLC Ph.D. Dissertation, Virginia Polytechnic Institute and State University 2017-00-00 978-0-3552-1109-2 243 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:10647637 2018 As Provided JAN2020

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No Preservice Teachers Educational Experience Educational Philosophy Professional Identity Teaching Methods Hawaiians Teacher Education Programs Educational Practices Student Attitudes Social Influences Phenomenology Bush, Kirsten S. B. Dissertations/Theses - Doctoral Dissertations Hawaii EISSN- English Higher Education Teacher candidates enter into teacher education programs with perceptions toward learning, teaching, and education due to societal influences as well as their own educative experiences. The foundations of a teacher education course can also greatly influence the development of teacher candidates' own pedagogical approaches. It is for these reasons that this study explores how socially-constructed perceptions of education contribute to the development of teacher candidates' emerging teacher identities and philosophies of education. To more deeply understand the impact teacher education courses can have on teacher candidates, this dissertation explores a specific educational approach, philosophy for children (p4cHI), used in pre-service teacher education courses, to understand the impact the approach has on teacher candidates' mindsets toward teaching and education. The literature review explores the background, philosophical foundations and practices of p4cHI and the aims of a philosopher's pedagogy while also reviewing social constructs inherent in various teacher education programs. The phenomenological lens in alignment with a crystallization framework provide an in-depth analysis of what happens in teacher education courses taught through philosopher's pedagogies. The evidence demonstrates both positive impacts and challenges of participating in a teacher education course taught through a philosopher's pedagogy. Although there was a strong appreciation for the p4cHI approach, the evidence revealed a conflict between teacher candidates' desire to use a p4cHI approach as part of their own developing pedagogies and socially-constructed perceptions of the expectations of 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.] ED579362 Philosophy for Teachers (p4t): A Study of the Philosophy for Children Hawai'i (p4cHI) Educational Framework Applied in Pre-Service Teacher Education ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6444-9 252 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:10656562 2018 As Provided JAN2020

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No STEM Education Elementary School Teachers Teacher Competencies Science Instruction Faculty Development Engineering Design Teaching Methods Case Studies Mixed Methods Research Accountability State Standards Standardized Tests Teacher Surveys Statistical Inference Interviews Program Effectiveness Scientific Concepts Concept Formation Deck, Anita S. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate knowledge of and proclivity toward STEM subjects. This issue is further compounded by the focus centered on mathematics due to accountability requirements leaving very little emphasis on science, and most often, the exclusion of technology and engineering instruction from the curriculum (Blank, 2012; Cunningham, 2009; Lederman & Lederman, 2013; Lewis, Harshbarger, & Dema, 2014; Walker, 2014). At the elementary level, the lack of science instruction and professional development generates a weakness for both pre- and in-service teachers and prompts elevated concerns about teaching science (Goodrum, Cousins, & Kinnear, 1992; Anderson, 2002). Research (Lewis, 1999/2006; Wells, 2014) suggests that one way to address this weakness is through the technological/engineering designed-based approach within the context of integrative STEM education. The purpose of the study was to gain an understanding of change in science instructional content and practice through professional development that educates elementary teachers to implement Technological/Engineering Design Based Learning (T/E DBL) as part of teaching science. The research design was a multiple case study which adhered to a concurrent mixed method approach (Teddlie, & Tashakkori, 2006; Yin, 2003), with four participants who were recruited because of their availability and their grade level teaching assignment that correlated to an analysis of the 2013 science state accountability test, Standards of Learning (Pyle, 2015). Data collected from surveys were analyzed using descriptive and inferential statistics. These data were corroborated with a sweep instrument and assessment rubric analyses, and interview responses to validate the results. Findings from this study revealed that professional development model used in this study was clearly effective in getting elementary teachers to implement T/E DBL. The participants were better able to integrate T/E DBL when planning and designing instructional units and had an improved understanding of the science concepts they were 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.] ED579363 Enhancing Elementary Teacher Practice through Technological/Engineering Design Based Learning ProQuest LLC Ed.D. Dissertation, Virginia Polytechnic Institute and State University 2016-00-00 978-0-3552-0854-2 345 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10647379 2018 As Provided JAN2020

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No Science Instruction Problem Solving Persuasive Discourse Power Structure Biochemistry Teaching Methods Scientific Literacy College Students Sociocultural Patterns Skill Development Critical Thinking Dialogs (Language) Inquiry D'Souza, Annabel Nica Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom. Argumentation skills are essential to college and career (National Research Council, 2010) and for a democratic citizenry. It is central to science teaching and learning (Osborne et al., 2004a) and can deepen content knowledge (Jimenez-Aleixandre et al., 2000; Jimenez-Aleixandre & Pereiro-Munhoz, 2002). When students have opportunities to make claims and support it with evidence and reasoning they may also increase their problem-solving and critical thinking capacity (Case, 2005; Willingham, 2007). Overall, this has implications in supporting students to become increasingly literate in scientific ideas, language, and practices. However, supporting argumentation can be challenging for instructors, particularly in designing learning environments that facilitate and evaluate both the process and the product during student discussions (Duschl & Osborne, 2002). Fostering argumentation is complex and requires explicit modeling and multiple opportunities for dialogic interactions. This dissertation will examine how several facets influence argumentation in order to support instructors in implementing and improving argumentation in their inquiry-oriented classrooms. These facets include access to language and use of discursive moves, classroom design, curriculum and instructional activities, and interactional dynamics and power negotiation. The data set for this dissertation is a transcript generated from the audio- and video capture of a 7-minute student discussion around a mechanism in the TCA (TriCarboxylic Acid) cycle, as well as student writing, and course documents from student portfolios. This dissertation, organized using the manuscript style structure, will present three standalone chapters, each with a specific focus related to the central theme of supporting argumentation, which is the connecting thread. Chapter 2 will discuss how power is negotiated during the argumentation process and how interaction dynamics can support or inhibit the quality of argumentation. Chapter 3 will provide assessment and evaluation support to instructors who want to guide their students in meeting high quality levels in both the process and product of argumentation. Finally, chapter 4 will explore the influence of pedagogical, and instructional resources and tools on the quality of argumentation. This includes a discussion of the influence of classroom talk, particularly discursive moves and interactional dynamics, as well the curriculum and instructional activities, and the design features of the learning environment. Each chapter will conclude with instructional implications that provide practical guidance in the form of pedagogical activities to instructors. Partial funding for this dissertation was received from a PSC-CUNY Cycle 44 Research Award (66799-00 44). Findings suggest that the classroom design can support collaboration and the dialogic nature of argumentation, and the curriculum and activities can act as resources for students to share and negotiate multiple perspectives, but that instructors can also influence the process of argumentation by utilizing specific discursive moves, such as telling and revoicing, to promote or inhibit argumentation. The results, specifically from chapter 4, also propose that instructors model and share the expected criteria for high quality components of argumentation. The need for instructors to be aware of the criteria for high levels of quality for each of the argumentation components is a critical implication of this research. The criterion is presented in this dissertation and is derived from a review of multiple findings by researchers of argumentation, as well the scientific community at large. Creating structures and implementing targeted pedagogical strategies that support argumentation can lead students to use the process of argumentation as an empowerment tool to enact agency and negotiate power. This has the potential to sustain the success of science students, create a community of practice, and increase equity and access 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.] ED579905 Enhancing and Evaluating Scientific Argumentation in the Inquiry-Oriented College Chemistry Classroom ProQuest LLC Ph.D. Dissertation, City University of New York 2017-00-00 978-0-3552-8773-8 197 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:10623878 2018 As Provided JAN2020

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No Employer Attitudes Employment Qualifications Credentials Personnel Selection Evaluation Criteria Academic Degrees Job Skills Entry Workers Liberal Arts Education Work Relationship Experiential Learning College Students Kaspari, Brenda Anderson Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education With the skyrocketing costs of higher education and the increased scrutiny of how educational institutions prepare graduates for the workplace, this dissertation explored how the "outsiders," or employers, view and determine the value of academic credentials. Using the premise of credentialism, this grounded theory, qualitative study addressed two major questions; first, how do employees evaluate academic credentials, and second, what factors are important to employers? Through the interviews, it was discovered that there were gray areas when determining the value of a college credential. There were three critical findings. First, college degrees are a valuable credential, yet there are issues that may deter its acceptance. Second, employers are seeking the softer skill set in new employees. Finally, the overriding attribute of a "culture fit" is critical. Five themes emerged from the research: the background of the human resource professionals who participated in the study, the positions hired for and processes of hiring, the evaluation of applicants, the evaluation of credentials, and finally, the enhancement of college experiences for employment. The research found five clear implications. First, it suggests the importance of a liberal arts education in developing soft skills. Second, there is a need to address the academy and real-world disconnect. Third, there is a need to enhance experiential learning in a multitude of capacities. Fourth there are strong implications for instructors administrators, professors and the greater campus community. Finally and perhaps most importantly there are strong implications 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.] ED579906 "A Degree Is a Part of the Puzzle, but Only a Piece." Understanding How Employers Determine the Value of Academic Credentials ProQuest LLC Ph.D. Dissertation, The University of North Dakota 2017-00-00 978-0-3554-3293-0 175 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:10633910 2018 As Provided JAN2020

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Yes Stakeholders Conferences (Gatherings) Postsecondary Education Technology Uses in Education Assistive Technology Influence of Technology Accessibility (for Disabled) Models Change Strategies Access to Computers Access to Information Focus Groups Educational Practices Educational Change Educational Improvement Educational Technology Foreign Countries Jorgensen, Mary Fichten, Catherine King, Laura Havel, Alice Reports - Descriptive Speeches/Meeting Papers Canada Colorado (Boulder) EISSN- Dawson College (Canada) Adaptech Research Network (Canada) English Postsecondary Education The purpose of these conference proceedings is to provide an in-depth understanding of what was presented and discussed at the Ed-ICT International Network Montreal Symposium: Stakeholder Perspectives. The focus of the Ed-ICT International Network is to explore the role that information and communication technologies (ICTs)--including computers, assistive technologies, online learning, social networking sites--play or could play as facilitators or barriers for students with disabilities in post-secondary education generally and specifically in relation to social, emotional and educational outcomes. Jane Seale summarized the goals of the network, the topics of the five Ed-ICT conferences and the goals of the specific theme of the Montréal conference. She also presented a model of stakeholder engagement. There are substantive notes to help readers understand what was presented by the two keynote speakers: "Creating a Culture of Sustainable Accessibility: Stakeholders, Models, and Methods of Change" (Alaina Beaver) and "Adaptech Research Network: What Can be Learned from Industry for Making Postsecondary Education More Digitally Accessible?" (Jennison Asuncion), as well as what was discussed during the three different panels which took place during the conference. ED580147 Stakeholder Perspectives. Proceedings of the Ed-ICT International Network Symposium (Montreal, Quebec, Canada, May 30-Jun 1, 2017) Online Submission 2018-01-11 Leverhulme Trust, London (England). Social Sciences and Humanities Research Council of Canada Cegep Andre-Laurendeau (Canada) 37 N/A 2018 -1 As Provided JAN2020

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Yes English (Second Language) Second Language Learning Second Language Instruction Language Teachers Teacher Effectiveness Preservice Teachers Teaching Methods Foreign Countries Questionnaires Teacher Attitudes Administrator Attitudes Teacher Characteristics Interpersonal Competence Teacher Education Programs Educational Change Universities Statistical Analysis Teacher Student Relationship Student Attitudes Kwangsawad, Thooptong Journal Articles Reports - Research Thailand EISSN- English Higher Education Teacher preparation is important as the component of teachers' ongoing learning and development. Well-designed teacher preparation can also be a powerful vehicle for preparing the next generation of teachers to implement new curriculum and innovative teaching methods. The rationale for this quantitative study was to explore stakeholders' perceptions of effective EFL teachers in the EFL pre-service education program at Mahasarakham University, Thailand. The questionnaires were completed by stakeholders (472 students, 34 EFL pre-service teachers and 70 school administrators). The results of this study showed that the top three categories of EFL effective teachers, according to the students, were: (1) EFL teachers' knowledge (2) teacher-student relationship in effective EFL teachers, and (3) attributes of EFL teachers. The top three categories of EFL effective teachers, according to the EFL pre-service teachers were: (1) EFL teachers' professional attributes (2) EFL teachers' pedagogical approaches, and (3) characteristics of good EFL teachers. The top three categories of EFL effective teachers, according to the school administrators, were: (1) EFL teachers' professional attributes (2) EFL teachers' interpersonal skills, and (3) EFL teachers' pedagogical approaches. The information gleaned here will be used to revise the EFL pre-service teacher education program. ED580148 Stakeholders' Perceptions of Effective EFL Teachers Online Submission Journal of Education v11 n4 p155-174 Oct-Dec 2017 2017-00-00 20 N/A 2018 17 As Provided JAN2020

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No Qualitative Research Correlation Academic Persistence Undocumented Immigrants Student Financial Aid Case Studies Phenomenology Community Colleges Two Year College Students Legal Problems Financial Support Student Attitudes State Policy Immigration Public Policy Interviews Coding Grants Scholarships College Faculty Teacher Student Relationship Tutoring Educational Environment Safety Educational Attainment Generalization Federal Legislation State Legislation Gonzalez, Maria Dissertations/Theses - Doctoral Dissertations California EISSN- English Two Year Colleges This qualitative, phenomenological case study was designed to illuminate the perceptions and experiences of eight undocumented community college students navigating the California public higher education systems with the aim of identifying factors associated with college persistence. These factors fall into three categories: financial, academic, and legal. The specific problem of interest is the lack of undocumented student persistence in California community colleges. Given that college students depend more on financial aid to reach their college goals; it is important to understand the relationship between California State funding and undocumented student persistence. A qualitative case study design enabled the exploration of undocumented students' perceptions and experiences with financial assistance for college due to the new and changing federal and state immigration policies, and the academic and legal factors that contribute to their persistence. Emerging themes from interviews conducted with eight undocumented student participants were analyzed and coded. The financial factors contributing to persistence included understanding the financial aid process for undocumented students, information on grants and scholarships, and knowledge of AB540 for lower college fees. Academic factors contributing to persistence included support from: Faculty, Dream Club membership, Puente Project, EOPS, and Tutoring Centers. A welcoming campus environment was also a factor in having students feel safe to continue their education. Legal factors contributing to persistence included: knowledge of federal and state laws such as DACA, AB540, and the California DREAM act application for state aid. One limitation of qualitative research is the reliance on small participant samples, which allows for in-depth explorations but limits generalization. The use of standardized instruments to capture the experiences of undocumented students would also facilitate comparison studies involving students at various institutions and in different states. Given the numerous variations in state and institutional policies this would help researchers, college administrators, and practitioners understand how different policies and practices affect the educational trajectories of undocumented 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.] ED580149 A Qualitative Case Study Exploring the Relationship between California State Financial Aid and Undocumented Student Persistence in a Community College ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-1875-0 145 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:10637102 2018 As Provided JAN2020

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No Elementary School Teachers Allied Health Personnel Speech Language Pathology Qualitative Research Case Studies Administrators Reading Consultants Teacher Attitudes Administrator Attitudes Elementary Schools School Community Relationship Educational Cooperation Staff Role Research Methodology Questionnaires Interviews Hatcher, Karmon D. Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English Elementary Education Rarely is a school-based speech language pathologist (SLP) thought of as an active contributor to the achievement of students or to the learning community in general. Researchers have found benefits for students when members of the learning community collaborate, and the SLP should be a part of this community collaboration. This qualitative case study examined elementary school teachers', administrators', and reading specialists' perspectives related to knowledge of and the inclusion of the SLP in the learning community at a local elementary school in central Georgia. Schon's theory of reflective practice and Coleman's theory of social capital provided the conceptual framework. Via an open-ended questionnaire and intensive interviews, 8 educators with 3 or more years of experience in 1 of the K-5 elementary schools in this local community provided data for this study. Data were recorded, transcribed, and analyzed through inductive methods using open and axial coding with thematic analysis. The results of the study showed 4 common themes that the participants felt were important. These themes included the fact that teachers understood the SLP to be a resource, but were unsure how to access their specialty; teachers and SLPs needed allotted time to work together; teachers and SLPs needed to communicate frequently; and teachers desired more knowledge of the SLP's role in the educational setting. Important implications for social change in elementary school learning communities include increasing involvement of the SLP, promoting SLP involvement in the identification of at-risk students, increasing educator awareness of the SLP's benefit, and increasing collaboration between SLPs and educators promoted through a 3-day professional learning 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.] ED580150 K-5 Educators' Perceptions of the Role of Speech Language Pathologists ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-6278-7 245 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:10637138 2018 As Provided JAN2020

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No Man Machine Systems Interaction Theory Practice Relationship Scholarship Periodicals Social Theories Beck, Jordan Dissertations/Theses - Doctoral Dissertations EISSN- English Theory has been an object of interest for HCI researchers working on questions related to disciplinary identity and maturity. And recently there have been empirical studies of theory use in HCI research publications. These recent studies are crucial for enriching our understanding of how HCI researchers use theoretical knowledge objects like Activity Theory or the Trajectories Conceptual Framework. Moreover, they establish precedent for conducting textual-analytic empirical studies of theory use. However, there are limitations to these recent empirical studies. In this dissertation, I discuss several formative studies conducted during my doctoral career. These formative studies contribute material to the conceptual and theoretical frameworks that I apply in a summative study of theory use in five years of CHI best paper winners (n=90). These studies motivate three primary contributions. First, I provide an empirically grounded description of the richness and diversity of theory use in HCI scholarship. Second, I show that there is a growing collection of nascent HCI theories being proposed and developed. Finally, I suggest an alternative way of framing the HCI research community--one that embraces the diversity and richness of theory use evidenced in its scholarly publications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579907 An Inquiry into Theory Use in HCI Research ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3553-4243-7 258 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10633850 2018 As Provided JAN2020

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No Exchange Programs Educational Objectives Program Descriptions Alumni Interviews Community Colleges Student Placement Foreign Countries Employment Opportunities International Educational Exchange Program Effectiveness Educational Opportunities Mixed Methods Research College Students Social Change Student Surveys Student Attitudes Educational Benefits Timlin, Kevin Dissertations/Theses - Doctoral Dissertations Kyrgyzstan USSR EISSN- English Two Year Colleges The purpose of this study is to determine which factors influence the achievement of program objectives for Kyrgyz Republic alumni of the U.S. governmentally sponsored UGRAD program. The UGRAD program was designed to provide university students from the former Soviet Union an opportunity to study at an institute of higher education in the United States for one academic year in the hope they will develop skills and attitudes that they can take back home to help their countries transition from the Soviet past to a democratic future. To explore this topic, an explanatory sequential mixed methods approach was used, in which 72 UGRAD alumni from the Kyrgyz Republic were given an online survey to ascertain information about their UGRAD experience and their progress towards achieving the UGRAD objectives. Then, 11 of the survey participants were selected by using maximum variation sampling and then given in-depth, qualitative interviews. The three main findings of the research were: 1) community college placements for UGRAD participants were found to be ineffective; 2) UGRAD participants with highly developed academic and/or professional goals tended to achieve program goals than those with lesser developed plans; and 3) the more quickly a UGRAD participant can turn their experience into employment or academic opportunities upon returning home, the more likely they were to achieve program objectives. These findings can be useful for international education program administrators to help ensure that future programs maximize the benefits of similar international education exchange 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.] ED579908 The Factors Influencing the Achievement of a U.S. Governmentally-Sponsored International Education Exchange Program's Objectives: Reflections of Alumni from the Kyrgyz Republic ProQuest LLC D.Ed. Dissertation, University of Minnesota 2017-00-00 978-0-3554-1596-4 234 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:10633819 2018 As Provided JAN2020

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Yes Family Involvement Elementary Education Foreign Countries Family Influence Family Environment Environmental Influences Geographic Location Rural Areas Urban Areas Family School Relationship Questionnaires Statistical Analysis Marin, Diana-Crina Boco?, Mu?ata Journal Articles Reports - Research Romania EISSN- English Elementary Education We aim to find the main factors that influence the family level of involvement regarding the children's education and in school life at the beginning of the Romanian primary education. The results of this investigation are useful for educators, counselors and school principals interested in applying the effective strategies in order to increase the family level of involvement regarding the children's education. We were interested in finding out if there are significant differences regarding the family involvement at school or at home, given the living environment of the participants. The geographic area where the participants live and their professional status were the main factors considered during the investigation. We have found that most of the participants are moderately involved in their children's education. The results obtained both in the rural and urban areas, help us to conclude that the common efforts of the school and family are necessary in order to consolidate the school-family partnership and increase the family participation in school activities. ED580837 Factors Which Influence the Involvement of the Family in Their Children's Education at the Beginning of the Romanian Primary Education Online Submission Educatia 21 Journal n15 Article 5 p36-39 2017 2017-00-00 5 T 2018 9 As Provided JAN2020

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Yes Fatigue (Biology) Children Speech Listening Comprehension Attention Auditory Stimuli Listening Key, Alexandra P. Gustafson, Samantha J. Rentmeester, Lindsey Hornsby, Benjamin W. Y. Bess, Fred H. Journal Articles Reports - Research EISSN- English Purpose: Fatigue related to speech processing is an understudied area that may have significant negative effects, especially in children who spend the majority of their school days listening to classroom instruction. Method: This study examined the feasibility of using auditory P300 responses and behavioral indices (lapses of attention and self-report) to measure fatigue resulting from sustained listening demands in 27 children (M = 9.28 years). Results: Consistent with predictions, increased lapses of attention, longer reaction times, reduced P300 amplitudes to infrequent target stimuli, and self-report of greater fatigue were observed after the completion of a series of demanding listening tasks compared with the baseline values. The event-related potential responses correlated with the behavioral measures of performance. Conclusion: These findings suggest that neural and behavioral responses indexing attention and processing resources show promise as effective markers of fatigue in children. [This paper was published in "Journal of Speech, Language, and Hearing Research" (EJ1151220).] ED580838 Speech-Processing Fatigue in Children: Auditory Event-Related Potential and Behavioral Measures Grantee Submission Journal of Speech, Language, and Hearing Research v60 n7 p2090-2104 Jul 2017 2017-07-00 Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH) 16 T http://dx.doi.org/10.1044/2016_JSLHR-H-16-0052 2018 76 As Provided JAN2020 Yes R324A110266 P30HD15052 U54HD083211 UL1TR000445

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Yes Bullying Disabilities Web 2.0 Technologies Video Technology Technology Uses in Education Consciousness Raising Educational Technology Teaching Methods Program Effectiveness Grade 2 Elementary School Students Autism Pervasive Developmental Disorders Attention Deficit Hyperactivity Disorder Interviews Observation Abou Afach, Sara Kiwan, Elias Semaan, Charbel Journal Articles Reports - Research EISSN- English Grade 2 The purpose for this study is to be able to deliver messages and life tips for special needs students in an easy way. For that, we used a web 2.0 visual tool "EdPuzzle" to show a video about bullying, having in it some questions to know if the message is delivered and understood by these students. The outcome of the study was positive and showed that the special needs students were motivated and understood the meaning of bullying from the video they saw. In addition, the students felt more comfortable and understood the lesson without asking the teacher. ED580839 How to Enhance Awareness on Bullying for Special Needs Students Using "Edpuzzle" a Web 2.0 Tool Online Submission International Journal of Educational Research Review v3 n1 p1-7 Jan 2018 2018-01-00 7 N/A 2018 15 As Provided JAN2020

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No Substitute Teachers Teacher Certification College Faculty Statistical Analysis Teacher Qualifications Age Differences Gender Differences Racial Differences School Location Intellectual Disciplines Academic Degrees Educational Attainment Statistical Significance Correlation Montiel, Arlinda Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Higher Education The purpose of this quantitative study was to describe and compare the redemption of a substitute teacher certificate at a college in south Texas that is embedded in an introduction to the teaching profession course. Upon successful completion, the student was required to redeem the certificate by paying a nominal fee through a continuing education department. Of the qualified population (6,165) enrolled over eight years, 1,786 (28.97%), substitute teaching certificates were redeemed. Today, many substitute teachers are required to have more than high school equivalent educational training. To increase the necessary pool of qualified substitute teachers, it is imperative for educational leaders to improve the number of redeemed certificates in college courses. A two-way analysis of variance (ANOVA) was utilized to find significant differences among age, gender, ethnicity or race, campus location, degree declared, and field of study over an eight-year span. There were statistically significant differences when comparing students who redeemed certificates and gender, ethnicity or race, age groups, campus location, and field of study. The researcher found that there were no significant differences between redeemed certificates and declared degrees. For the statistically significant findings, the researcher analyzed those students who redeemed certificates using the campus location as the fixed factor with gender, ethnicity or race, age groups, and field of study as the dependent variables. There were statistically significant differences for those who redeemed certificates based on age groups; however, campus location was not significant for gender, ethnicity or race, and field of study. Adding an automatic redemption in a college course could increase the number of certificates for qualified substitute 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.] ED579909 A Study on the Practice of Redeeming a Substitute Teacher Certificate at a Border College in South Texas ProQuest LLC Ed.D. Dissertation, Texas A&M University - Kingsville 2017-00-00 978-0-3553-3398-5 107 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:10624427 2018 As Provided JAN2020

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No College Transfer Students Academic Persistence Interviews Case Studies Undergraduate Students Decision Making Student Attitudes Alumni Coding Teacher Student Relationship College Faculty First Year Seminars Models Qualitative Research Kubacki, Matthew R. Dissertations/Theses - Doctoral Dissertations New York (New York) EISSN- English Higher Education The purpose of this qualitative case study is to understand transfer students' experiences of their transition to a private four-year college in Brooklyn, New York, one with an approximate enrollment of 1100 undergraduates. Of particular focus are the students' experience of a Transfer Seminar required of transfer students in their first semester of enrollment at this institution, and how the experience of this Transfer Seminar affected the transition and the re-enrollment of these students in subsequent semesters. The research question this study sought to answer is as follows: how do the students who transferred into this four-year institution and who experienced a Transfer Seminar reflect on this institutional mechanism in regard to their decisions to persist? Data collection included document review of course materials and face-to-face interviews. Participants for the interviews were 10 alumni from this institution who have transferred to this institution, successfully completed the Transfer Seminar, and since graduated from this institution. Data was analyzed using descriptive coding. The majority of participants perceived that the Transfer Seminar positively affected their decisions to re-enroll in subsequent semesters and persist to graduation at this institution. Namely, the Transfer Seminar provided the participants with a comfort level at the institution, a welcoming environment, the academic and social foundation of the institution, and support from the faculty and staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579910 Transfer Seminar: A Case Study of Transfer Students' Experiences at A Private, Four-Year College in Brooklyn, New York, Using Tinto's Model of Persistence ProQuest LLC Ed.D. Dissertation, Northeastern University 2017-00-00 978-0-3554-1191-1 133 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:10634042 2018 As Provided JAN2020

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No Self Efficacy Reading Comprehension Reading Skills Middle School Students Grade 8 Academically Gifted Talent Talent Identification Individualized Instruction Quasiexperimental Design Pretests Posttests Reading Tests Scores Prediction Statistical Analysis McGirt, Stephanie Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Middle Schools Gifted and talented individuals (GT) are those who exhibit high levels of competency or potentiality in one or more domains. Academically gifted students make up roughly six to ten percent of the current total student body population in the United States and can be dated back as far as William Torrey Harris's efforts in 1868. The current state legislature in North Carolina requires public schools to identify and provide support to gifted and talented students, known as academically of intellectually gifted (AIG) in this state, in grades K-12. The local school district determines how to identify students and how to serve students; however, school districts must adhere to state program standards. Gifted and talented students require differentiation in the classroom in order to meet their individual educational requirements. Many times, gifted and talented students are taught in a general education class by educators who did not receive the proper training required to differentiate instruction for gifted children. Teacher who work with the gifted and talented need to grasp the concept of academic self-efficacy and how to increase high-level students' academic self-efficacy. Bandura realized people's beliefs in their own ability was correlated to their performance. Efficacy influences whether a student will attempt the work and what degree of perseverance will be applied to the work. The researcher created a quantitative nonequivalent quasi-experimental one group pre- and posttest study was to examine if implementation of strategies designed to increase reading comprehension in a gifted and talented reading class would increase academic self-efficacy, and if that growth in self-efficacy could be associated with higher eighth-grade Reading End-of-Grade (E.O.G.) assessment scores than state projections. Fifteen gifted students of various races and both sexes participated in the study. These students took the Children's Perceived Academic Self-Efficacy subscale from the Morgan-Jinks Student Efficacy Scale to determine their level of academic self-efficacy. This number was then compared to their seventh-grade End of Grade assessment data, their projected eighth-grade End of Grade assessment data, and their actual eighth-grade End of Grade assessment data. Of the fifteen students, thirteen achieved higher scores than the North Carolina state projections predicted. The recommendation for further study include implementation in a regular education classroom, implementation in a special education classroom, or implementation in one gifted classroom while another gifted classroom receives no 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.] ED579911 Improving Academic Self-Efficacy in Reading Comprehension Skills of 8th Grade Gifted and Talented Students ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-7218-2 138 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:10634041 2018 As Provided JAN2020

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No College Graduates Females Technology Education Disproportionate Representation Career Development Success Computer Science Correlation Role Models Experiential Learning Evidence Based Practice Outcomes of Education Moreno, Melissa Gearhart Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Women are underrepresented in technology careers because they pursue technology degrees less frequently and leave technology careers at greater numbers than do men. By analyzing a representative dataset of college graduates with degrees in computer science, computer engineering, and management information systems, this study identified correlations between specific college experiences of female technologists and long-term career success. Exposure to role models and opportunities to apply classroom learning to real world problems were found to increase the likelihood of long-term career success for female technology graduates while participation in campus life was not found to be significantly correlated with such success. These findings were used to create evidence-based recommendations for degree-granting universities to improve career outcomes for their female technology graduates, which included hiring professors that engage students in learning and make them feel cared for as individuals, creating peer and professional mentoring programs, establishing internship programs, and celebrating 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.] ED579912 Women in Technology: College Experiences That Are Correlated with Long-Term Career Success ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3953-9 183 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:10624630 2018 As Provided JAN2020

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No Internet Information Security Information Management Information Technology Data Risk Management Benton, Kevin Dissertations/Theses - Doctoral Dissertations EISSN- English The Internet carries traffic between billions of devices every day and modern societies depend on the resiliency of the routing technology behind it to work around the frequent link outages caused by natural disasters, equipment failures, destruction of cables, and even wars. However, the routing technology behind all of this, the Border Gateway Protocol (BGP), is fundamentally dependent on trust between all of the service providers running it. With tens of thousands of service providers on the Internet, malicious behavior and/or mistakes are daily occurrences that result in compromised connectivity to a subset of devices until manual operator intervention. The high frequency of these attacks and slow adoption of a secure replacement protocol dictates research into alternative solutions. In this dissertation, I focus on improving the security of the BGP protocol as it is deployed throughout the Internet today. This is motivated with several case studies of well-known BGP hijacking events and a broad literature review of research into the security of BGP. The defenses proposed in this dissertation are focused on incentive alignment so the organizations adopting them are the ones who benefit. The proposed defenses fall into the following two categories: improving the security of the data plane using control plane information, and using indicators from the control plane in conjunction with other data sources to detect abnormal routes. A key component developed for this research is a BGP route processing framework that provides a pluggable architecture to simplify the development of new strategies for marking bad BGP routes and for reacting to routes after they are classified. This framework is used to provide prototypes of the defenses and is included as part of this dissertation. Looking towards future protocols, I conclude with a security analysis of OpenFlow, a much newer control plane protocol to contrast its security gaps with those of BGP. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579913 Securing the Internet Control Plane ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3552-8740-0 121 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:10633937 2018 As Provided JAN2020

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No Self Determination Higher Education Student Development Motivation Interpersonal Relationship Institutional Environment Student Attitudes College Students Hove, Tad A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Self-determination theory (SDT) posits a framework for human motivation, highlighting an individual's interactions and perceptions of his or her environment. Research incorporating a SDT framework has identified antecedents of psychological need satisfaction (PNS) in human motivation. Individual motivation broadens levels of social interactions as a student internalizes stimuli and integrates it into his or her personal life. In an institutional environment, at both the micro and macro levels, divers social interactions inspire interest towards goals and purpose for the individual. Therefore, measuring the motivation a student has internalized, and sources of motivational support, provides direction to management as to the level of integration a student has attained within the institution of Higher Education. This study examines influencing factors which motivate students to engage in a mindful internalization and integration process. Individual integration supports a student's identity development and is the underpinning for sustainable motivation at a University 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.] ED579914 Self-Determination Theory and Higher Education Student Development ProQuest LLC Ph.D. Dissertation, Fielding Graduate University 2017-00-00 978-0-3552-5556-0 171 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:10633838 2018 As Provided JAN2020

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No Preservice Teachers Preservice Teacher Education Elementary School Teachers Experiential Learning Social Studies Methods Courses Social Justice Self Efficacy Readiness Practicums Group Membership Speicher, Stephanie L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education There is urgency for teacher educators to instruct preservice teachers in the core tenants of social justice education. This urgency is based upon the ever-growing shift in the American demographic landscape and the responsibility of educators to teach for equity, justice, identity and community within classrooms across the U.S. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the formal classroom setting. Feelings of incompetence in social justice teaching pedagogy expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential methodology that can prepare preservice elementary teachers to teach for social justice, particularly within an elementary social studies context. Specifically, the study focused on two primary research questions: (1) How do preservice elementary teachers in a social studies methods course conceptualize teaching for social justice within an experiential framework? (2) In what ways did preservice teachers operationalize teaching for social justice in the practicum classroom? Also examined was how development of community in an elementary social studies methodology course fostered the understanding of teaching for social justice among preservice teachers. The findings of this study highlight preservice teachers were able to conceptualize building communities with experiential methods to teach for social justice and how doing so created an effective learning community within the methodology class. Although the preservice teachers valued the implementation of experiential methods into their social studies methodology to foster the teaching of social justice, substantial difficulties were expressed in their incorporation of experiential methods in the practicum environment due to a lack of confidence, teaching competence or collegial support. Recommendations for teacher education programs 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.] ED579915 Building Community Using Experiential Education with Elementary Preservice Teachers in a Social Studies Methodology Course ProQuest LLC Ph.D. Dissertation, Utah State University 2017-00-00 978-0-3552-4028-3 202 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:10624640 2018 As Provided JAN2020

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No Teaching Methods English Language Learners Classroom Observation Techniques Grade 1 Grade 2 Elementary School Students Language Arts Scores Reading Comprehension Prediction Decoding (Reading) Language Tests English (Second Language) Second Language Learning Reading Tests Second Language Instruction Educational Strategies Melgarejo, Melina Dissertations/Theses - Doctoral Dissertations California EISSN- Institute of Education Sciences (ED) English Grade 1 The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in 1st grade (n = 115) and 2nd grade (n = 95) who were identified as English Language Learners by their California English Language Development Test (CELDT) scores. Students were assessed with decoding and comprehension reading measures in the Fall of the first year of the study and in the Fall of the second year of the study. Classroom observations were conducted at three time points during the school year during language arts instruction. The English Language Learner Classroom Observation Instrument was completed to record objective measures of reading instruction during classroom activities. A total of 24 first-grade (n = 14) and second-grade (n = 10) classrooms were observed over the course of the first year of the study. Our findings suggest that teaching strategies are differentially effective for different reading skills and outcomes. This suggests that instructional intent is important to consider in the implementation of teaching strategies. Growth in beginning stages of reading such as sight-word reading might be associated primarily with strategies targeting engagement, while reading skills such as decoding and comprehension require strategies in which the teacher is focused on modeling skills and strategies and monitoring student comprehension. Our preliminary analyses suggest that there are different sets of strategies that are uniquely effective depending on the desired reading 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.] ED579916 Effective Teaching Strategies for Predicting Reading Growth in English Language Learners ProQuest LLC Ph.D. Dissertation, University of California, Santa Barbara 2017-00-00 978-0-3554-2985-5 57 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634137 2018 As Provided JAN2020 Yes R324A090092

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No Undergraduate Students First Generation College Students Disproportionate Representation Minority Group Students Females STEM Education Majors (Students) Lecture Method Academic Achievement Culturally Relevant Education Active Learning Factor Analysis Regression (Statistics) Large Group Instruction Teacher Student Relationship Teaching Methods Peer Relationship Outcomes of Education Hispanic American Students Reimer, Lynn Christine Dissertations/Theses - Doctoral Dissertations California (Irvine) EISSN- English Higher Education First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: "Faculty-Student Interaction," "Epistemological Instruction," and "Peer Interaction." The present study found that "Faculty-Student Interaction" was negatively associated with student outcomes for female and first-generation students; and "Epistemological Instruction" was negatively associated with student outcomes for Hispanic students. More importantly, "Peer Interaction" was positively associated with student outcomes for female, first-generation, and Hispanic students. Study implications and limitations are discussed with reference to the research 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.] ED580641 The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners ProQuest LLC Ph.D. Dissertation, University of California, Irvine 2017-00-00 National Science Foundation (NSF) 978-0-3553-0757-3 145 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:10287526 2018 As Provided JAN2020 1256500

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No Ethics Rural Schools Regular and Special Education Relationship Teacher Attitudes Phenomenology Secondary School Teachers School Districts Computer Literacy Access to Information Influence of Technology High Schools Semi Structured Interviews Surveys Focus Groups Hamblin, Nathan Churchell Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Secondary Education The purpose of this phenomenological study was to describe high school general education teachers' experiences with academic dishonesty in the digital age in rural school districts in southwest Ohio. Academic dishonesty in the digital age is defined as student use of digital technologies to receive credit for academic work beyond their own ability or their willingness to attempt said work. The guiding research questions formulated investigate four areas of the phenomenon that include how teachers experience academic dishonesty, how they define it, how their role has evolved, and the connection of this experience to their pedagogy. The foundational theory that guided this study was Kolb's (2015) experiential learning theory (ELT), including the newly expanded Educator Role Profile and the Nine Style Learning Cycle (Kolb, Kolb, Passarelli, & Sharma, 2014), as it provided an ideal lens through which to view the experiences of teachers as they learn, grow, and develop, concerning academic dishonesty in the digital age. I elected to use purposeful sampling to select 13 referred participants who shared the common experience of academic dishonesty in the digital age. The study incorporated multiple means of data collection (individual interviews, one survey/questionnaire, document analysis, and focus group discussions). Data collection occurred principally through face-to-face, semi-structured interviews to capture the collective voice of the participants. I incorporated an Interpretative Phenomenological Analysis (IPA) strategy. Five interconnected themes emerged: (a) Purposeful Pedagogy, (b) Culturally Conditioned, (c) Blurred Lines, (d) Knowing Their Voice, and (e) Clarity and Consequences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580642 Academic Dishonesty in the Digital Age from the Perspective of Rural High School General Education Teachers in Southwest Ohio: A Phenomenological Study ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4692-6 197 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:10617114 2018 As Provided JAN2020

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No College Preparation College Freshmen High School Graduates Qualitative Research Phenomenology Semi Structured Interviews Student Attitudes Student Experience Student Adjustment Self Efficacy Personal Autonomy Florence, Kimberly M. Dissertations/Theses - Doctoral Dissertations Nevada EISSN- English Secondary Education The college preparedness of first-year, first-semester, undergraduate students was researched and analyzed in this study. The research entailed a purposeful selection of 10 first-year, first-semester, undergraduate student participants that transitioned into a four-year public university, University of Nevada, Las Vegas (UNLV), from a Nevada public high school. Participants who graduated from a Nevada public high school were chosen because Nevada exhibits low-performing K-12 public education trends. Using qualitative methods (i.e., a phenomenological approach), students were interviewed using semi-structured and open-ended interview questions. The interviews were used to ascertain student participants' perceptions of their academic lived experiences transitioning from high school to college. The research presents two key findings. The transition from high school to college is a dichotomous experience comprising of both self-efficacy and autonomy and emerging as positive and negative. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580643 Understanding College Preparedness of First-Semester College Students ProQuest LLC Ph.D. Dissertation, University of Nevada, Las Vegas 2017-00-00 978-0-3553-1229-4 126 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:10288707 2018 As Provided JAN2020

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No Beliefs Cognitive Processes Child Development Verbs Language Acquisition Concept Mapping Linguistic Input Language Processing Preschool Children Age Differences Syntax Pragmatics Linguistic Theory Computational Linguistics Semantics Interpersonal Competence Concept Formation Role Dudley, Rachel Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation focuses on when and how children learn about the meanings of the propositional attitude" verbs know" and "think". "Know" and "think" both express belief. But they differ in their veridicality: "think" is non-veridical and can report a false belief; but "know" can only report true beliefs because it is a veridical verb. Furthermore, the verbs differ in their factivity: uses of "x knows p", but not uses of "x thinks p", typically presuppose the truth of "p", because "know" is factive and "think" is not. How do children figure out these subtle differences between the verbs, given that they are so similar in the grand scheme of word meaning? Assuming that this consists in figuring out which of an existing store of mental state concepts (such as belief) to map to each word, this dissertation highlights the role of children's linguistic experiences, or input, with the verbs in homing in on an adult-like understanding of them. To address the "when" question, this dissertation uses behavioral experiments to test children's understanding of factivity and show that some children can figure out the contrast by their third birthday, while other children still have not figured it out by 4.5 years of age. This is earlier than was once thought, but means that there is a lot of individual variation in age of acquisition that must be explained. And it means that children do not just get better at the contrast as they get older, which leaves room for us to ask what role linguistic experiences play, if we can explore how these experiences are related to the variation in when children uncover the contrast. In order to address the "how" question, the dissertation lays out potential routes to uncovering the contrast via observing direct consequences of it or via syntactic and pragmatic bootstrapping approaches which exploit indirect consequences of the contrast. After laying out these potential routes, the dissertation uses corpus analyses to provide arguments for which routes are most likely, given children's actual experiences with the verbs. In particular, trying to track the direct consequences of the contrast will not get the learner very far. But alternative routes that rely on indirect consequences such as the syntactic distributions of the verbs or their discourse functions, provide clear signal about the underlying contrast. Finally, the dissertation discusses the consequences of this picture for the semantic representation of "know" and "think", as well as the linguistic, conceptual, and socio-pragmatic competence that children must bring to the table in order to uncover the contrast. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580644 The Role of Input in Discovering Presupposition Triggers: Figuring out What Everybody Already Knew ProQuest LLC Ph.D. Dissertation, University of Maryland, College Park 2017-00-00 National Science Foundation (NSF) 978-0-3553-0204-2 226 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:10608688 2018 As Provided JAN2020 1124338 0801465 1628110

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Yes Teaching Methods Technology Uses in Education Electronic Learning Educational Technology Holistic Approach Blended Learning Interaction Steininger, Peter Speeches/Meeting Papers Reports - Descriptive English Integrative E-Learning (IEP): The goal of the project is the development and testing of an integrative teaching format for the assembly of imported, tried and tested (classic) teaching elements (e.g. wallboard and flipchart, screen walls and other visualization aids, Projector, manuscripts, and workbooks, etc.), with contemporary, innovative elements "new media." The solution to be developed in this project involves comprehensive, interrelated elements in an integrative holistic approach. The elements of the solution do not lie in isolation next to each other, but are tuned to one another and are used per the target, using and integrating results of LEARNING FACTORY a predecessor project. The intention is the "integrative e-learning environment" of the presence theory. The target group is every student. [For the complete proceedings, see ED579335.] ED579364 Learning Factory--Integrative E-Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 12 As Provided JAN2020

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Yes Foreign Countries Comparative Education Electronic Learning Instructional Design Universities Statistical Analysis College Faculty College Students Educational Objectives Online Courses Individualized Instruction Course Content Educational Strategies Instructional Materials Educational Quality Accuracy Questionnaires Sadeghi, Sayed Hadi Speeches/Meeting Papers Reports - Research United States Australia English Higher Education This research study provides a comparative understanding of instructional design e-practice in an Australian and an American university. This comparative study identifies information relating to the current status of instructional design e-practice that will be of assistance to Australian universities to improve their existing online programs. The study investigated two universities using a quantitative methodological approach. Participants were students, lecturers and admins of one Faculty in an Australian university and one Faculty in an American university engaged with e-learning programs. The instructional design variables, namely clarifying expectations, personalization, learning scenarios, organizing resources and accuracy of materials were investigated for e-practice. The results showed that there were no significant differences in evaluation of the sub factors between Australian and American students and lecturers. American admins evaluated the sub factors of personalization, organizing resources, and accuracy of materials higher than Australians; however, Australian admins evaluated the sub factor of clarifying expectations higher than the Americans. The evaluations of instructional design practice and its sub factors were above average in general in both countries; however, the sub factor of organizing resources was evaluated as poor in the Australian sample and poor and average in the American sample. This indicates that this sub factor needs to improve in both countries. [For the complete proceedings, see ED579335.] ED579365 E-Learning Instructional Design Practice in American and Australian Institutions International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 12 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 34 As Provided JAN2020

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Yes Taxonomy Fatigue (Biology) Hearing Impairments Risk Adults Listening Assistive Technology Cognitive Processes Definitions Affective Measures Quality of Life Work Environment Productivity Safety Physiology Hornsby, Benjamin W. Y. Naylor, Graham Bess, Fred H. Journal Articles Reports - Research Profile of Mood States EISSN- English Fatigue is common in individuals with a variety of chronic health conditions and can have significant negative effects on quality of life. Although limited in scope, recent work suggests persons with hearing loss may be at increased risk for fatigue, in part due to effortful listening that is exacerbated by their hearing impairment. However, the mechanisms responsible for hearing loss-related fatigue, and the efficacy of audiologic interventions for reducing fatigue, remain unclear. To improve our understanding of hearing loss-related fatigue, as a field it is important to develop a common conceptual understanding of this construct. In this paper the broader fatigue literature is reviewed to identify and describe core constructs, consequences and methods for assessing fatigue and related constructs. Finally, our current knowledge linking hearing loss and fatigue is described and may be summarised as follows: (1) Hearing impairment increases the risk of subjective fatigue and vigor deficits; (2) Adults with hearing loss require more time to recover from fatigue after work, and have more work absences; (3) Sustained, effortful, listening can be fatiguing; (4) Optimal methods for eliciting and measuring fatigue in persons with hearing loss remain unclear and may vary with listening condition; and (5) Amplification may minimize decrements in cognitive processing speed during sustained effortful listening. Future research is needed to develop reliable measurement methods to quantify hearing lossrelated fatigue; explore factors responsible for modulating fatigue in people with hearing loss; and identify and evaluate potential interventions for reducing hearing loss-related fatigue. ED580840 A Taxonomy of Fatigue Concepts and Their Relation to Hearing Loss Grantee Submission Ear and Hearing v37 suppl 1 p136S-144S Jul 2016 2016-07-00 National Institute on Deafness and Other Communication Disorders (NIDCD) Institute of Education Sciences (ED) 20 T http://dx.doi.org/10.1097/AUD.0000000000000289 2018 95 As Provided JAN2020 Yes R21DC012865 R324A110266

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Yes Engineering Education Leadership Training Talent Development Regional Planning Higher Education Partnerships in Education School Business Relationship Bachelors Degrees Profiles Student Characteristics Internship Programs Case Studies Reports - Research Missouri (Saint Louis) Business-Higher Education Forum English Higher Education Through the collaboration of its business and academic partners, the Business-Higher Education Forum (BHEF) launched the National Higher Education and Workforce Initiative (HEWI) to support business-higher education partnerships that co-design innovative community college and university pathways to careers, as well as maximize work-based learning for students to increase transfers, degree attainment, and connections to living-wage jobs. This case study examines how BHEF members, Washington University in St. Louis (Washington University) and The Boeing Company (Boeing), are collaborating with St. Louis Community College (STLCC) and the University of Missouri in St. Louis (UMSL) to develop a diverse regional engineering talent ecosystem. ED580841 Joint Engineering Leadership Development Program: Developing a Diverse Regional Engineering Talent Ecosystem. A BHEF Case Study Business-Higher Education Forum 2017-00-00 National Science Foundation (NSF) Washington University in St. Louis 20 Business-Higher Education Forum. 2025 M Street NW Suite 800, Washington, DC 20036. Tel: 202-367-1189; Fax: 202-367-2269; e-mail: info@bhef.com; Web site: http://www.bhef.com N/A 2018 0 ERIC JAN2020 DUE1331063

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Yes School Support Achievement Gap Education Work Relationship Cultural Capital Teacher Attitudes Employer Attitudes Higher Education Content Analysis Semi Structured Interviews Institutional Characteristics Teaching Methods Workplace Learning School Business Relationship Job Skills Alignment (Education) Skill Obsolescence Skill Analysis Experiential Learning Minimum Competencies Government Role Institutional Role Labor Market Hora, Matthew T. Benbow, Ross J. Oleson, Amanda K. Reports - Research Wisconsin Wisconsin Center for Education Research English Higher Education The idea of a skills gap suggests that employers have jobs available but cannot find skilled applicants because higher education is poorly aligned with workforce needs. This idea is shaping higher education and workforce development policy at the national and state levels, yet limited research exists on the experiences of employers and educators with skills needs, teaching and training, and cross-sector relations. Using field theory to conceptualize the complex relations among specific industrial and educational contexts, the skills valued by actors within them (i.e., cultural capital), and how college-to-workforce transitions involve moving from one field to the next, we analyze interview data from 145 educators and employers. Results indicate a shared view that skills are not simply "skills" nor are they reducible to occupational categories, but instead involve complex habits of mind that encompass cognitive, inter-, and intra-personal competencies. Analyses also highlight the importance of active learning to cultivate these competencies, the paucity of workplace training, widespread use of screening for "culture fit" as part of hiring, and the existence of multiple forms of cross-sector partnerships that cultivate students' social and cultural capital. We conclude that the skills gap, and the current focus on structural solutions such as career pathway programs and apprenticeships, is an incomplete response to a complex, cultural, and pedagogical problem. Instead, policymakers should focus on supporting the "skills infrastructure" in a systemic fashion by investing in teacher professional development, career services, and a variety of cross-field partnerships. Ultimately, we conclude that by narrowing ideas about the purpose of higher education to a sole focus on vocational preparation, the skills gap idea is fueling policies and practices that undermine the interests of employers, students, and society. ED580842 Beyond the Skills Gap: How the Lack of Systemic Supports for Teaching and Learning Undermines Employer, Student, and Societal Interests. WCER Working Paper No. 2016-9 Wisconsin Center for Education Research 2016-12-00 65 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 174 As Provided JAN2020

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No Information Technology Corporate Education Qualitative Research Interviews Administrators Skill Development Human Capital Taylor, Bobby Dissertations/Theses - Doctoral Dissertations EISSN- English Intellectual capital (IC) is a vital to the functionality of information technology (IT) businesses. Many companies recognize that enhancing and maintaining IC is critical to sustainability. The problem is that Fortune 500 IT businesses lack human resources in the United States needed for innovative development, resulting in an overreliance on outsourcing of technology jobs to other countries. The lack of skilled resources in U.S. based organizations creates a challenge for organizational sustainability which requires the organizational strategy to include responding to the long-term IC needs of its employees. Without training opportunities and watching their jobs move out of reach, IT employees have no motivation to stay. The focus of this study was to identify how Fortune 500 companies can enhance IC by training onshore human resources. A qualitative study approach was the most appropriate research method used in the study. Upper management leaders were interviewed to determine: How do United States based organizations in the IT industry enhance the intellectual capital skillsets without using offshore resources? How do United States based IT organizations manage internal IC needs? Data were analyzed using a thematic analysis approach. Six themes emerged but the overall response, when triangulated with field notes and archival data, indicated that very little professional development training is offered. Consensus emerged of cost savings using outsourcing and offshoring, and intellectual capital that can be accrued domestically may prove a more lucrative resource than the money saved on the defunding of certain IT departments in 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.] ED580151 Retaining Intellectual Capital in U.S. Organizations: An Exploratory Study ProQuest LLC D.M. Dissertation, University of Phoenix 2017-00-00 978-0-3553-6204-6 148 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:10637139 2018 As Provided JAN2020

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No Finance Occupations Financial Services Money Management Phenomenology Experience Surveys Interviews Satisfaction Reputation Islam, Kaliym A. Dissertations/Theses - Doctoral Dissertations EISSN- English The problem addressed in this study was that customer education programs are intended to strengthen customer loyalty; however, research on the effects of customer education on customer loyalty remains insufficient. This phenomenological study investigated how the lived experiences of customers' participating in financial services' customer education programs impacted the customers' loyalties to their global financial service firm. The research design included seven clients from three different financial service firms who had participated in corporate customer education programs and taken the end of course customer education survey. Data were collected by phone interviews. The findings from this study showed that financial services' customer education programs increased customer loyalty to the financial firm. The study also uncovered that customer education programs might be improved by making their delivery more accessible, and their content more interesting to experts. The study's findings added to the work of Zajonc (1968) and Groeppel-Klein et al. (2010) on mere exposure theory by determining that repeated exposure to customer education programs resulted in favorable evaluations of the programs and the financial service firm responsible for delivering the service. Recommendations for future research included quantitative research on the customer education programs of different financial firms to determine the extent of their success to increase customer loyalty and a qualitative case study to explore which aspects of a financial firm influenced customer loyalty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580152 Investigating Customers' Experiences with Their Financial Services Customer Education Programs as It Impacts Customer Loyalty to the Financial Firm ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-0919-2 100 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:10637212 2018 As Provided JAN2020

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No Urban Schools School Districts Literacy Education Reading Skills Faculty Development Case Studies Teacher Attitudes Administrator Attitudes Best Practices Self Efficacy Andragogy Learning Theories Educational Practices Middle School Teachers Surveys Observation Semi Structured Interviews Data Analysis Coding Coaching (Performance) Evidence Based Practice Low Income Students Culturally Relevant Education Teacher Effectiveness Teacher Collaboration Means, Vivian Fowler Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education In an urban district, Surfside School personnel were concerned that student literacy proficiency levels were low during 2011-2014 and teachers had not been able to close the achievement gap despite a focus on literacy practices and literacy professional development (PD) provided by the district. The purpose of this case study was to explore the perceptions of teachers and administrators in relation to the best instructional practices for increasing self-efficacy when teaching literacy skills and related literacy PD for teachers. Knowles' andragogy theory and Vygotsky's social learning theory formed the theoretical foundation of this study, which hold that PD should provide teachers with explicit instruction and opportunities for collaboration. The research questions focused on how PD helps teachers improve instructional practices. The purposeful sample consisted of 4 middle school teachers and 3 administrators and was collected through surveys, observations, semi-structured interviews, and archival documents. Data analysis consisted of an inductive approach of axial coding and categorizing the interview and observational data to derive themes. Themes supporting the findings indicated targeted PD and instructional coaching (IC) focused on evidence based literacy practices for low-income students using culturally relevant pedagogy were needed to improve teacher self-efficacy and student learning. Findings also indicated that the PD trainings could work more effectively if the teachers had more time to collaborate with the IC. Thus, the resulting project provides collaborative PD and IC targeting literacy practices using culturally relevant pedagogy. Teacher use of these practices will promote social change by improving the students' literacy support in the target 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.] ED580153 Improving Literacy for Diverse, Low Socioeconomic Status, Middle School Students in an Urban District ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-6224-4 224 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637257 2018 As Provided JAN2020

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No Self Efficacy Teacher Attitudes Beliefs Case Studies Core Curriculum Qualitative Research Elementary School Teachers Charter Schools Curriculum Implementation Semi Structured Interviews Questionnaires Documentation Research Methodology Professional Development Teacher Characteristics Brown, Natalie Marie Dissertations/Theses - Doctoral Dissertations Arizona EISSN- English Elementary Education The purpose of this qualitative case study was to understand how utilizing the Core Knowledge Sequence and aligned curricular resources influenced teachers' perceived self-efficacy for a sample of Arizona elementary charter school teachers. The sample for this study was a convenience sample of 15 elementary teachers, who were currently implementing the Core Knowledge curriculum at a K-5 charter school located in Arizona. The conceptual frameworks of self-efficacy and curriculum implementation laid the foundation for this study. The analysis of semi-structured interviews, questionnaire data, and documentation review provided evidence to answer the research questions. Thematic analysis of interview data resulted in six emergent themes. These themes were corroborated by descriptive statistics calculations for the quantitative questionnaire as well as content analysis carried out on the documentation data. This study provided evidence that the Core Knowledge Sequence influenced teachers' efficacy beliefs by providing a curricular framework, flexibility for implementation, and a community of support. This study also found that utilizing Core Knowledge aligned curricular resources influenced teachers' perceived self-efficacy in terms of their preparation and implementation of the curriculum and resource availability. Teacher beliefs, characteristics, and growth was also a factor in how Core Knowledge influenced teachers' efficacy beliefs. This information is important for leaders in education looking to adopt a cumulative, content-specific curriculum, as well as for teachers in terms of understanding how curriculum is a contributing source of their efficacy beliefs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580154 Teacher Efficacy Beliefs: A Case Study Investigation of Core Curriculum ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-7746-0 328 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:10637268 2018 As Provided JAN2020

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No Hospitals Leadership Effectiveness Leadership Training Reports Health Services Guidelines Mixed Methods Research Program Evaluation Program Development Evaluators Futures (of Society) Welch-Carre, Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English A search on Amazon revealed more than 6,000 books related to leadership development. The Business Source database has more than 700 articles with the word leadership in the title, published between 2005 and 2015. This suggests that leadership is a topic in which many are interested. Clearly, leadership makes a difference in an organization's performance, and healthcare systems are no exception. The focus on leadership development in healthcare arose after the Institute of Medicine's report, "To Err is Human," highlighting the number of medical errors that occurred regularly in the United States. Approximately 50% of hospitals have leadership-development programs. Few have a theoretical framework through which they view leadership development. Most leadership-development programs described in the literature focus on acquisition of certain skills and behaviors without assessing participants' developmental stage. A framework that measures individual leader's assumptions, attitudes, and mindsets, might provide the potential for developing even better leaders. Constructive-developmental theory is such a framework. This mixed-methods program evaluation examined the influence of a leadership-development program on leadership effectiveness through the lens of constructive-developmental theory. The analysis of the quantitative data revealed that the leadership-development program participants had a statistically significant change in their perceived leadership effectiveness after attending the program. However, the participants' evaluators did not note a statistically significant change in the participants' leadership effectiveness. The qualitative data analysis provided information about the groups' aggregate strengths and challenges. Therefore, following the analysis, recommendations are included for the future development and evaluation of leadership-development 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.] ED579917 Influence of a Hospital-Based, Internal Leadership Development Program on Leadership Effectiveness ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3955-3 138 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:10624646 2018 As Provided JAN2020

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No Family Literacy Workshops Family Involvement Self Efficacy Reading Attitudes Mixed Methods Research Reading Instruction Grade 2 Grade 3 Grade 4 Reading Habits Reading Skills Academic Achievement Educationally Disadvantaged Reading Achievement Surveys Kim, J. Mia Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 2 The purpose of this mixed-methods study was to examine the influences of family literacy workshops on family involvement, families' self-efficacy, and their perception of their children's reading performance. The participants were families of students receiving Title 1 reading service in grade 2, 3 and 4. The research questions for this study were: Do family literacy workshops influence the way families engage with their children's reading at home? Does families' participation in family literacy workshops influence their perception of their children's reading performance? Does families' participation in family literacy workshops influence their perception of their children's reading performance? This mixed-methods study gathered data using both quantitative and qualitative methods to enhance the interpretation of the data. The pre- and post- workshop surveys and workshop exit surveys were collected. A series of four workshops that focused on fluency and comprehension strategies was presented as a part of this study. Observations from the workshops and case study interviews were collected. The researcher used semi-structured interview questions to determine the influence of family literacy workshops on family engagement in their children's reading at home, their self-efficacy in ability to help their children's reading, and their perception of their children's reading performance. The integrated analysis of quantitative and qualitative data revealed three major findings: 1) participants expressed the need to partner with teachers to support successful learning experiences for their children; 2) participants described improved involvement with their children in reading support when using resources and strategies from the literacy workshops; and 3) participants perceived improved reading skills in their children after using resources and strategies from the literacy workshops. The results of this study demonstrate that a targeted, parent-focused literacy program can be effective in promoting parents' sense of confidence and competency in support of their children's reading at home. Further research is necessary to understand the connection between parents' participation in family literacy programs and children's reading skills and academic achievement. We also must strive to understand how these programs intersect with existing cultural practices, the home learning environment, and the larger 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.] ED579918 Influences of Family Literacy Workshops on Title 1 Students' Family Involvement in Reading--Self-Efficacy and Perception of Reading Performance: A Mixed-Methods Study ProQuest LLC Ed.D. Dissertation, Drexel University 2017-00-00 978-0-3553-5676-2 224 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10633995 2018 As Provided JAN2020

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No Distance Education Public Colleges State Aid Strategic Planning Research Methodology Phenomenology Program Implementation Outcomes of Education Online Courses Anderson, Theresa Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Universities and colleges have experienced a reduction in state appropriations since the 2008 Great Recession. The purpose of this phenomenological dissertation in practice study was to examine whether distance education would be a viable strategy to compensate for declining state appropriations at four-year public higher education institutions in a Mid-Atlantic state. The aim of study was to create a strengths, weaknesses, opportunities, and threats (SWOT) analysis to determine whether distance education would be a viable strategy to compensate for declining state appropriations at four-year public higher education institutions in a Mid-Atlantic state. Two research questions guided this study: what strategies govern a university's decision to implement a distance education program and what factors are considered in determining the return on investment (ROI) for distance education programs? Findings revealed that the return on investment for 80% of participants was undetermined; therefore, the research questions were inconclusive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579919 Distance Education as Counter to Declining State Appropriations at Public Institutions ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3956-0 107 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:10624650 2018 As Provided JAN2020

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No Teacher Attitudes Social Media Teaching Methods Common Core State Standards Technology Uses in Education Elementary School Teachers Secondary School Teachers Internet Educational Technology Computer Mediated Communication Tozer, Brett C. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Elementary Education A number of states and organizations have begun to add cross-content technology elements to their educational standards, providing teachers opportunities to use social media communication (SMC) technology in teaching and learning. Specifically, in the Commonwealth of Pennsylvania, the PA Core Standards, which are adapted from the national Common Core Standards, require students to use technology. The standards explicitly include the use of the Internet, to publish and edit students' writing in response to feedback as well as gather, analyze, and critique digital text sources. Although empirical evidence suggests K-12 educators have positive perceptions of the use of SMC as a pedagogical tool, there is evidence to suggest actual use in educational settings is limited. This study provides empirical evidence of how teachers use SMC in 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.] ED579920 Pennsylvania Teachers' Perceptions and Use of Social Media Communication Technologies as a Pedagogical Tool ProQuest LLC D.Ed. Dissertation, Indiana University of Pennsylvania 2017-00-00 978-0-3553-8640-0 206 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:10634046 2018 As Provided JAN2020

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Yes Labor Market School Districts Teacher Supply and Demand Rural Schools Educational Attainment Teaching Experience Preferences Geographic Location Teacher Education Programs Proximity Teacher Shortage Job Applicants Urban Schools Suburban Schools Teacher Characteristics Elementary Secondary Education Least Squares Statistics Regression (Statistics) Statistical Analysis Goff, Peter T. Bruecker, Ellie M. Reports - Research Wisconsin Wisconsin Center for Education Research English Elementary Secondary Education A considerable body of work has addressed teacher labor markets and the sorting of teachers within and among school districts. Many studies have focused on urban schools within teacher labor markets, but far less research has examined teacher supply and demand among rural school districts. This study examines the pool of applicants vying for teaching vacancies in 311 Wisconsin districts to determine how applicants differ across geographic categories, particularly with regard to education, experience, and geographic preferences. We find no evidence to support claims of a rural teacher shortage; however, applicants do appear to be averse to rural contexts. Some factors, such as enrollment in particular universities and rural student teaching experiences, increase applicants' interest in rural vacancies. Similarly, districts' proximity to educator preparation programs increases applicant pools for all locales, yet rural districts tend to be further from universities and have fewer programs within a 40-mile radius. ED580843 The Role of Place: Labor Market Dynamics in Rural and Non-Rural School Districts. WCER Working Paper No. 2017-4 Wisconsin Center for Education Research 2017-09-00 20 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 22 As Provided JAN2020

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Yes Foreign Countries Cultural Capital Technical Institutes Employment Potential School Business Relationship Thinking Skills Job Skills Education Work Relationship Qualitative Research Case Studies College Faculty Employers Structured Interviews Observation College Curriculum College Instruction Organizational Culture Personnel Selection Labor Market Partnerships in Education Educational Change Two Year College Students Hora, Matthew T. Blackburn Cohen, Chelsea A. Reports - Research China Wisconsin Center for Education Research English Two Year Colleges The employability of college students is one of postsecondary education's most pressing concerns in the United States and China, especially when it comes to the possible over-production of bachelor's trained students and "skills gaps" where jobs go unfilled due to inadequately prepared graduates. In response, policymakers are focusing on developing students' human capital, in the form of credentials and cognitive skills acquired in technical colleges, so that higher education becomes more aligned with workforce needs. However, the focus on completion and pathways overlooks the role that non-cognitive skills and contextual factors may play in student employability. In this exploratory study we use a cultural capital framework to examine how a group of technical college educators and employers in a large eastern Chinese city conceptualize skills, cultivate them via teaching and training, and utilize them when making hiring decisions. Inductive thematic analyses of interviews, classroom observation, and notes from factory tours with eight educators and two employers revealed the importance of a cultural perspective. Findings include a shared view that both cognitive and non-cognitive skills are essential, a cultural predisposition to lecturing but also a growing use of active learning techniques, and the importance of "cultural fit" during the hiring process. The data are used to advance a new cultural framework for conceptualizing college student employability, which indicates that improving students' prospects in the labor market requires integrating non-cognitive skills development in technical college classrooms, and advising students about the cultural underpinnings of the job search process. Finally, implications of different approaches to correcting "skills gaps" in China and the United States, particularly the varying emphases on structural and/or pedagogical reform strategies evident in each country, are considered in light of the need for all students to acquire both cognitive and non-cognitive skills for long-term success. ED580844 Cultural Capital at Work: How Cognitive and Non-Cognitive Skills Are Taught, Trained and Rewarded in a Chinese Technical College. WCER Working Paper No. 2017-02 Wisconsin Center for Education Research 2017-07-00 37 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 87 As Provided JAN2020

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No Homeless People Females One Parent Family Children Access to Information Qualitative Research Phenomenology Critical Incidents Method Rural Areas Family Violence Substance Abuse Comorbidity Unemployment Information Utilization Help Seeking Evidence Based Practice Social Services Child Care Drug Rehabilitation Job Training Health Services Federal Programs Mental Health Programs Information Dissemination Chaney, Denise M. Dissertations/Theses - Doctoral Dissertations West Virginia EISSN- English This qualitative Interpretative Phenomenological Analysis (IPA) study explored the subjectivity of the phenomenon of homelessness among women with children. The study examined the perceived critical incidents homeless women with children ascribe to their homelessness alongside the perceptions held regarding the accessibility of available resources and recommendations by which to improve access to available resources. The study's aim was to produce a comprehensive, in-depth understanding of the subjectivity of the lived experiences and causes associated with homelessness by giving seven homeless women with children living in West Virginia's (WV) rural area of Berkeley County a voice to describe their current homeless situation. Findings revealed several emerging themes including domestic violence (physical, sexual, and verbal abuse), substance abuse or addiction, a combination of domestic violence and substance abuse or addiction, underemployment/unemployment, as well as the utilization and non-utilization of available resources. Evidence-based solutions are recommended to improve accessibility to available social and human resources such as child care, drug treatment facilities, job training programs, Medicaid, and mental health services. Information on available resources was also disseminated to homeless women with children. Implications of this study highlight ways to improve pre-existing policies, enhance the development of new policy, expand current programs or advance the development of new programs to close the gap that is preventing homeless women with children from accessing available resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579921 Are Homeless Women with Children Accessing Available Resources: If Not, Why? ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3958-4 127 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:10624663 2018 As Provided JAN2020

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No Academic Achievement Correlation Educational Technology Faculty Development Statistical Analysis Grade 3 Grade 5 Grade 8 Principals Catholic Schools Achievement Tests Standardized Tests Superintendents Elementary School Students Hall, Cheryl L. Boze Dissertations/Theses - Doctoral Dissertations Missouri Iowa Tests of Basic Skills EISSN- English Grade 3 Spending limited educational budgets on technology for classrooms is a strategy many school districts have used to increase student achievement (Levenson, Baehr, Smith, & Sullivan, 2014). In recent years, the technology movement allowed for arbitrary purchasing of devices with little to no pedagogical planning for how technology device usage was expected to increase student achievement (Johnston, 2014). The purpose of this study was to analyze the correlation between student achievement and the amount of money spent on technology hardware, technology software, and technology-related professional development. The research design incorporated quantitative methods through collection of test scores and survey data regarding school budgets and educational technology expenditures. The data were analyzed to reveal the strength, if any, of correlations between the amount of money spent on technology hardware, technology software, and technology-related professional development and student achievement among third, fifth, and eighth-grade students. The target population of the study consisted of 23 elementary principals within a Catholic diocese in southwest Missouri. A convenience sampling was conducted with 100% participation. De-identified core battery scores from the Iowa Test of Basic Skills (ITBS) were provided by the superintendent of the diocese for grades three, five, and eight. The data collected and analyzed in this study revealed weak or no significant positive correlations between the amount of money spent on technology hardware, technology software, or technology-related professional development and ITBS test scores in grades three, five, and eight for the academic years 2011-2012, 2012-2013, and 2013-2014. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579922 Student Achievement versus Technology in the Catholic Classroom: Correlation or Added Bonus ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-4032-0 149 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:10624700 2018 As Provided JAN2020

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Yes Predictor Variables Academic Achievement Blended Learning College Students Student Surveys Knowledge Level Factor Analysis Multiple Regression Analysis Foreign Countries Administrator Education Umek, Lan Tomaževic, Nina Aristovnik, Aleksander Keržic, Damijana Speeches/Meeting Papers Reports - Research Slovenia English Higher Education Modern technologies radically simplify the availability of the latest scientific literature and offer new possibilities for sharing knowledge. Yet, most higher education institutions still rely on traditional face-to-face teaching and use e-courses "only" to supplement it. Such a combination of teaching methods is known as blended learning and is also used at the Faculty of Administration (FA), a member of the University of Ljubljana. The paper presents the results of a survey among FA students. The study's aim was to identify which aspects of blended learning increase students' knowledge level. Students evaluated 23 different aspects of blended learning on a 7-level scale. As a measure of the level of students' knowledge gained from each course, we used their final grades. Applying principal component analysis, we extracted six dimensions of blended learning which represented predictor components in a multiple linear regression with final grade as the dependent variable. Since courses at FA vary in many aspects, we performed the regression analysis for each obligatory course individually. Our analysis revealed for which courses the final grade can be reliably predicted from the aspects of blended learning. The study also showed that the aspects of traditional face-to-face learning are more strongly linked to better grades than the aspects of e-courses. However, for some courses certain characteristics of e-courses play a significant role in the final grade received. [For the complete proceedings, see ED579335.] ED579366 Predictors of Student Performance in a Blended-Learning Environment: An Empirical Investigation International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 26 As Provided JAN2020

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Yes Electronic Learning Educational Technology Politics Geography Teaching Methods Critical Thinking Simulation Seminars Economic Factors Armed Forces Geographic Regions Foreign Countries Power Structure Programming Languages Blended Learning College Students Political Issues Dinicu, Anca Oancea, Romana Speeches/Meeting Papers Reports - Research English Higher Education In a world of great complexity, understanding the manner states act and react becomes more and more an intriguing quest due to the multiple relations of dependence and interdependence that characterize "the global puzzle". Within this context, an analysis based on a geopolitical approach becomes a very useful means used to determine not only the rank of some states from a region that is under observation, but also to identify the type of relation established between them according to the power potential they have. As an academic discipline, Geopolitics is meant not only to develop students' critical and creative thinking, but also to connect the most diverse fields of research and knowledge in order to get "the whole picture". Under this circumstance, given the need of simulation during the seminars, the paper proposes developing a geopolitical lesson, allowing students to analyze factors influencing the ranking of countries in terms of three criteria: economic, military and territorial. The geopolitical lesson, designed in Java, allows students to first establish the importance of a criterion in relation to the other and establish relative weights. Each criterion contains a variable number of sub-criteria that can be selected or disposed in the hierarchy made in order to determine the possible degree of influence of the region. To determine the weights associated with the three criteria, after selecting the importance for each criterion, Analytic Hierarchy Process algorithm was used and in order to establish the influence "ability" of the states in the region, Electre Method was implemented, which allowed a hierarchy of countries considered. Moreover, this paper demonstrates that a complex situation related with the international security environment can be analyzed in order to be understood and/or solved by using not only empirical case study, but also simulation. [For the complete proceedings, see ED579335.] ED579367 Geopolitical E-Analysis Based on E-Learning Content International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 12 As Provided JAN2020

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Yes Parent Participation Administrator Attitudes Parent Teacher Cooperation Qualitative Research Interviews Moral Values Emotional Response Professional Identity Sociocultural Patterns Foreign Countries Parent Background Chen, Hsin-Jen Wang, Ya-Hsuan Speeches/Meeting Papers Reports - Research Taiwan English Based on Andy Hargreaves' theoretical framework of emotional geographies, this article attempts to analyze headteachers' perceptions of their interactions with parents in Taiwan. By using qualitative interviews with primary headteachers, the research findings show that headteachers' emotional distances from parents were intertwined with parents' sociocultural status, headteachers' moral purposes, headteachers' notions of professionalism, headteachers' political pretense, and the frequency to contact with parents. [For the complete proceedings, see ED579335.] ED579368 The Emotional Geographies of Parent Participation in Schooling: Headteachers' Perceptions in Taiwan International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 30 As Provided JAN2020

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Yes Resumes (Personal) Portfolios (Background Materials) Portfolio Assessment Job Search Methods Adult Learning Job Applicants Qualitative Research Case Studies Online Surveys Focus Groups Observation Educational Benefits Barriers Electronic Publishing Mentors Games Student Attitudes Online Courses College Students Foreign Countries Kilroy, John Speeches/Meeting Papers Reports - Research Ireland English Adult Education ePortfolios are emerging as an alternative to the paper based CV in the employment recruitment process. This paper reports on the findings of research project that was designed to explore the perceptions of adult jobseekers on the use of an ePortfolio as a jobseeking tool. The research project utilised a qualitative exploratory case study to investigate the jobseekers perceptions over the course of a six week online ePortfolio development programme. The perceptions of jobseekers were investigated in the context of three questions; what was the learner's perception of the ePortfolio as a potential job seeking tool, what was the learner's perception of the ePortfolio development programme and what was the learner's perception of the ePortfolio system. Data was collected through structured online questionnaire, virtual focus groups and observations from the researcher during the programme. The research findings were discussed in the context of a number of themes that emerged from previous research including the importance of a programmatic approach to ePortfolio development, the challenges with institutional ePortfolio systems and the barriers to the use of an ePortfolio as a jobseeking tool. The research project built on a number of existing research themes while also positioning new concepts such as the role of eMentoring and gamification design principles in ePortfolio development. [For the complete proceedings, see ED579335.] ED579369 From a CV to an ePortfolio: An Exploration of Adult Learner's Perception of the ePortfolio as a Jobseeking Tool International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 35 As Provided JAN2020

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Yes Models Web Based Instruction Individual Differences Cognitive Style Prior Learning Instructional Design Alomyan, Hesham Speeches/Meeting Papers Reports - Descriptive English The purpose of this paper is to provide a coherent framework to present the relationship between individual differences and web-based learning. Two individual difference factors have been identified for investigation within the present paper: Cognitive style and prior knowledge. The importance of individual differences is reviewed and previous work on the effect of individual differences on Web-based learning is examined. Problems associated with Web-based learning are identified and discussed in relation to cognitive style and prior knowledge. Possible solutions to these problems are suggested and presented in the form of a conceptual framework that can be used for developing web-based learning systems. [For the complete proceedings, see ED579335.] ED579370 A Conceptual Framework for Web-Based Learning Design International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 22 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Information Processing Equipment Active Learning College Faculty Acceleration (Education) Foreign Countries Classrooms Higher Education Computers Computer Networks Computer Peripherals Access to Computers Ogawa, Nobuyuki Shimizu, Akira Speeches/Meeting Papers Reports - Descriptive Japan English Higher Education This paper describes our concrete efforts to improve the functions of the computer rooms in the Information Processing Center from among several organisational strategies which can assume a large role in the next-generation education, while examining the practice of active learning by the faculty in all classes using ICT equipment. We implemented the strategies to rapidly introduce smart education including e-Learning into all subjects of our college by improving the functions of the computer rooms, increasing the number of the computer rooms, and linking with the "Acceleration Program for University Education Rebuilding (AP)" which is being promoted as a collegewide project. Also, based on the circumstances leading to the increase in the number of the computer rooms, we conducted an aggregate analysis of use of the increased computer rooms and utilized the results for promoting smart education. [For the complete proceedings, see ED579335.] ED579371 Practice of Organisational Strategies of Improving Computer Rooms for Promoting Smart Education Using ICT Equipment International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 9 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 14 As Provided JAN2020

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Yes Gender Differences Higher Education Foreign Countries Interviews Educational Policy Discourse Analysis Qualitative Research Femininity Masculinity Information Technology Individual Characteristics Family Relationship Role Models Social Support Groups Age Differences Majors (Students) Student Attitudes Career Choice College Students Single Sex Colleges Sex Role Wang, Ya-Hsuan Speeches/Meeting Papers Reports - Research Taiwan English Higher Education Addressing the policy of gender mainstreaming in response to the gendered-technology phenomenon, this study aims to explore the contemporary change of the gender-technology relation. Drawing the female discourses on technology, gender, and success, this study collected qualitative data by individual interviews from 28 women in technology who were asked about their experiences of doing technology, doing gender and performing femininity or/and masculinity. This paper demonstrates women success in relation to their gender identity and gender-technology discourse of gendered technology. Based on the cross-generation females' accounts on their context of family, schools and society, this paper explores how female technologists constitute their gender role and how they articulate the formation of gendered technology phenomenon. It concludes a vase-breaking theory that elite female technologists can break gender boundary by individual characteristics, masculinity, family support, school empowerment from female role-model and single-gendered school, and social support from university. Although mostly the female co-constructed and deconstructed simultaneously the gendered technology, there is seen changing culture among three generations that younger generation get more advantages on gender mobility by breaking gender boundary. There is also a phenomenon of elite female develops technology well by appropriating all sorts of resources and eventually gender mobility is achieved with the help from men and women so that they have broken the strict boundary of gendered technology. [For the complete proceedings, see ED579335.] ED579372 Breaking the Gendered-Technology Phenomenon in Taiwan's Higher Education International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 23 As Provided JAN2020

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Yes Models Online Courses Foreign Countries Professional Continuing Education Training Teacher Education Information Technology Higher Education Distance Education Amado, Carolina Pedro, Ana Speeches/Meeting Papers Reports - Research Portugal English Adult Education Inserted in the area of education in the field of specialty of the technologies of information and communication in the education, the focus of this research is the production of knowledge about the MOOC (Massive Open Online Courses) within the educational community, through the formulation of a conceptual framework for the continuous training. The accelerated expansion and spread of digital technologies has made the Massive Open Online Course (MOOC) a mass distribution of knowledge, providing access to a more open and flexible education. Nevertheless, being a relatively recent phenomenon, it is still not considered properly or excessively clarified, thus motivating us to carry out this study, seeking to know this reality more deeply. Thus, the focus of the future study is to develop a framework for MOOC in the context of continuing teacher education. [For the complete proceedings, see ED579335.] ED579373 Development of a Framework for MOOC in Continuous Training International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 978-989-8533-63-0 3 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 4 As Provided JAN2020

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Yes Mathematics Instruction Educational Technology Technology Uses in Education Handheld Devices Telecommunications Computer Oriented Programs Student Behavior Elementary School Students Problem Solving Classification Mathematics Achievement Data Collection Data Analysis Teaching Methods Student Surveys Student Attitudes Yeung, Cheuk Yu Shum, Kam Hong Hui, Lucas Chi Kwong Chu, Samuel Kai Wah Chan, Tsing Yun Kuo, Yung Nin Ng, Yee Ling Speeches/Meeting Papers Reports - Research English Elementary Education Attributes of teaching and learning contexts provide rich information about how students participate in learning activities. By tracking and analyzing snapshots of these attributes captured continuously throughout the duration of the learning activities, teachers can identify individual students who need special attention and apply different pedagogical actions to them. This paper describes the results of the work-in-progress study in exploring characteristics of fine-grained behaviors of learning mathematics in tablet-based e-learning activities. An experimental platform called SkyApp is built. Through SkyApp, teachers can create e-learning activities and track learning records of students after the delivery of the activities. SkyApp supports capturing, storing and analyzing of fine-grained behaviors of students. Pilot tests have been done in two primary schools for eight months. The review of the tests demonstrates the potential in performing learning analytics. By applying clustering algorithms on multiple learning metrics of marks, time and number of attempts for students in solving mathematics questions, classification of students by learning characteristics of performance and engagement can be formulated. [For the complete proceedings, see ED579335.] ED579374 Exploring Characteristics of Fine-Grained Behaviors of Learning Mathematics in Tablet-Based E-Learning Activities International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 16 As Provided JAN2020

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No Immigrants Self Concept Educational Experience Ethnicity English (Second Language) Second Language Learning Cultural Differences Chinese Americans Heritage Education Native Language Personal Narratives Student Attitudes Second Language Instruction Language Usage Educational Policy Chinese Language Variation Language Maintenance Biculturalism Intercultural Communication Stereotypes Minority Group Students Models Student Adjustment Student Organizations College Students Cultural Centers Culturally Relevant Education Deng, Yuwen Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education In this dissertation research, I examined the overall educational experiences of Chinese immigrant students, particularly their educational experiences in the United States. Using narrative inquiry methodology in my study, I portrayed the stories of six Chinese immigrant students, including four undergraduates and two graduates in a Midwestern university. I focused on exploring the interplay of language, culture, and identity that influenced these students' formal education experiences, as well as those learning experiences that occurred beyond classrooms, schools, and universities. I searched for and interpreted the "in-betweenness" (Ellsworth, 2005; He, 2002, 2003, 2010) concerning physical, emotional, social, cultural, linguistic, and ethnic aspects that Chinese immigrant students experienced with regard to the interaction of English language, heritage language, cultural differences, and ethnic identity. I explored multiple "places of learning" (Ellsworth, 2005) and the potential "third space" (Gutierrez, 2008; Wang, 2006) where shifts, transformations, and new possibilities may occur. Findings of this research indicated that Chinese immigrant students' linguistic in-betweenness was reflected through the contrasting learning environments in ESL classes and regular mainstream classes, language practices and policies enacted in classrooms and schools, their acquisition and maintenance of varieties of the Chinese languages, and their ability to use and balance Chinese and English. The cultural in-betweenness of Chinese immigrant students manifested through their intercultural contact and acculturation in cross-cultural lives, their involvement in school and campus cultures via student organizations, and their perceptions of cultural differences in educational systems in U.S. schools versus those in China. In addition, I found that Chinese immigrant students' senses of identity in-betweenness were reflected by the differences in self-perceived and other-perceived identities, their individual identities, and the stereotypical identity such as model minority. The research findings suggested that Chinese immigrant students were exposed to a third space and entered different places of learning by studying in classrooms, engaging in student associations, learning to adjust to the school environment, and participating in a larger society beyond schools and college campus. In addition, cultural centers and various programs were places of learning, providing cultural experiences for students and playing important roles in creating a culturally relevant/responsive/sustaining 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.] ED580645 A Narrative Inquiry of Chinese Immigrant Students' Educational Experiences in the United States: Language, Culture, and Identity ProQuest LLC Ph.D. Dissertation, Purdue University 2017-00-00 978-0-3552-5460-0 257 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:10289368 2018 As Provided JAN2020

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No Student Surveys College Students Racial Discrimination Disclosure Definitions Racial Bias Student Attitudes Student Experience Gender Differences Mixed Methods Research Interviews Cash, Sheri F. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Hardie and Tyson (2013) claim that the education institution has become a foundational source of social and political racism. Colleges and universities are microcosms of society with the potential to institute behavioral reform. Bonilla-Silva (2015) claims that Blacks and Whites continue a condition of separation while the inequality between the races has not noticeably improved since the Civil Rights movement. Fifty-six surveys and twenty-two interviews were analyzed to answer three research questions: 1. What are the discrimination experiences of college students? 2. How frequently are college students reporting discriminatory experiences? 3. How do students define racism based upon these experiences? The survey data indicated that while both male and female students are experiencing discrimination, those incidences are occurring infrequently. The interviews revealed that college students narrowly define racism but in some cases, recognize that racism is persistent today. Additional research is needed to further assess students' experiences with the discriminatory incidents that frame their definitions of racism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580646 A Mixed Methods Study of Student College Experiences That Construct Racism ProQuest LLC Ed.D. Dissertation, University of Louisiana at Monroe 2017-00-00 978-0-3555-2745-2 116 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:10617891 2018 As Provided JAN2020

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Yes Electronic Learning Faculty Development Higher Education College Faculty Learning Theories Adult Students Labor Force Development Technology Integration Teaching Methods Student Needs Faculty Evaluation Andragogy Matthews, Warren Smothers, Albert Speeches/Meeting Papers Reports - Descriptive English Higher Education Over the past thirty years, higher education for adult students has emerged to help prepare the labor force for the 21st century in a world of globalization. At the same time, there have been massive advances in computing and the internet that provide many tools useful in higher education. Most universities now offer some form of electronic learning (EL), and many offer complete EL degree programs tailored for the working adult student. Now it is essential that managers of these new educational programs act to select and train faculty to fit the special needs of the adult student. More importantly, program managers need to use the new technology and learning theory to monitor program delivery and insure their program goals are achieved. [For the complete proceedings, see ED579335.] ED579375 The Key to Success in Electronic Learning: Faculty Training and Evaluation International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 20 As Provided JAN2020

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Yes Student Characteristics Profiles Courseware Electronic Learning Computer System Design Program Validation Data Processing Cognitive Style Learning Strategies College Students Sarwar, Sohail García-Castro, Raul Qayyum, Zia Ul Safyan, Muhammad Munir, Rana Faisal Speeches/Meeting Papers Reports - Research English Higher Education Learner categorization has a pivotal role in making e-learning systems a success. However, learner characteristics exploited at abstract level of granularity by contemporary techniques cannot categorize the learners effectively. In this paper, an architecture of e-learning framework has been presented that exploits the machine learning based techniques for learner categorization taking into account the cognitive and inclinatory attributes of learners at finer level of granularity. Learner attributes are subjected to a pre-processing mechanism for taking into account the most important ones out of initial attribute set. Subsequently, couple of machine learning techniques namely Fuzzy Logic and Case Based Reasoning was employed on attributes selected for learner categorization. To best of our knowledge, these techniques have not been employed so far in learner categorization with quality of data and adaptivity while targeting semantic web. [For the complete proceedings, see ED579335.] ED579376 Ontology-Based Learner Categorization through Case Based Reasoning and Fuzzy Logic International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 12 As Provided JAN2020

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Yes Electronic Learning Eye Movements Research and Development Online Courses Visual Perception Attention Evaluation Rüth, Marco Reports - Research Speeches/Meeting Papers English Digital learning is becoming a prevalent everyday human behavior. Effective digital learning services are integral for educational innovation and constitute competitive advantages for education businesses. Quality management in e-learning research and development is thus of utmost importance and needs both strong conceptual and empirical underpinnings. On the one hand, this work delineates a new model that conceptualizes main critical issues in e-learning research and development projects. The model will foster substantial progress in evaluation and theory development of digital learning. On the other hand, the evaluation of how central features of digital learning services affect learning is indispensable. Here, empirical studies will investigate three key stages of learning: the initial situation, the learning procedure, and the assessment procedure. With regard to the initial situation, how do existing learner characteristics relate to learning performance in digital learning modules? Second, how do visual features of the digital learning content affect the visual attention, cognitive load, and learning performance of the users? Third, how do additional information in textual feedback affect the learning performance in digital multiple-choice quizzes? Overall, this work presents a new model for the systematic evaluation of e-learning and investigates key learning stages to illustrate the importance of developing evidence-based guidelines. Turning both approaches into common practice in e-learning research and development will substantiate theory development, quality management, and project success. [For the complete proceedings, see ED579335.] ED579377 E-Learning Research and Development: On Evaluation, Learning Performance, and Visual Attention International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 21 As Provided JAN2020

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Yes State Standards Accountability Immigrants English Language Learners Reading Skills Language Arts Student Evaluation Evaluation Methods Elementary Secondary Education Federal Legislation Educational Legislation Models Standardized Tests Statistical Analysis Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Cook, H. Gary Sahakyan, Narek Linquanti, Robert Reports - Research Elementary and Secondary Education Act Wisconsin Center for Education Research English Elementary Secondary Education The authors develop model analyses based on a U.S. Department of Education guide to illustrate procedures a State could use to compare and contrast school-level overall and English Learner accountability determinations for proficiency in reading/language arts under the options allowed by the Every Student Succeeds Act. As a technical reference, the appendix provides detailed tables and statistical programming code used to compute modelled outcomes under the different accountability options. These model analyses are provided only to illustrate how a State could undertake them as part of its efforts to develop and explore a theory of action for assessment of recently arrived English learners. ED580845 Including Recently Arrived English Learners in State Accountability Systems: An Empirical Illustration of Models. WCER Working Paper No. 2017-1 Wisconsin Center for Education Research 2017-03-00 27 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 4 As Provided JAN2020

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Yes Charter Schools School Resegregation School Choice Public Schools Case Studies School Districts Poverty Migration Whites Suburbs Middle Class Educational Policy Politics of Education Educational Trends Ayscue, Jenn Nelson, Amy Hawn Mickelson, Roslyn Arlin Giersch, Jason Bottia, Martha Cecilia Reports - Evaluative North Carolina (Charlotte) Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR) University of North Carolina at Charlotte English Expanding school choice through charter schools is among the top education priorities of the current federal administration as well as many state legislatures. Amid this push to expand the charter sector, it is essential to understand how charter schools affect students who attend them, as well as the ways charter schools impact traditional public schools in their communities. Building upon existing research that finds charter schools tend to be more segregated than traditional public schools, this report describes how charter schools also contribute to resegregation in traditional public schools. The authors explore the direct and indirect ways in which this occurs through a case study of Charlotte-Mecklenburg Schools (CMS) in North Carolina. In 2016, CMS was considered the most racially segregated large school system in North Carolina. Consistent with national trends, charter schools are more segregated than traditional public schools in CMS. Moreover, while national discourse presents charter schools as an alternative to underperforming schools of poverty, in the Charlotte region, the majority of charter schools are located in suburban areas and serve primarily academically proficient, middle-class students who are largely white or Asian. This report illustrates how charter schools undermined the capacities of CMS leaders to effectively redesign student assignment boundaries to achieve the district's goal of breaking up high concentrations of poverty. Two central findings emerge in the report: (1) the departure of some middle-class, academically proficient students who are white or Asian from traditional public schools for charters directly made the task of socioeconomic and racial desegregation mechanically more difficult because their departure to the charters leaves fewer middle class white and Asian students in the traditional school, thereby contributing to more segregated schools in both sectors; and (2) the proliferation of charters in Mecklenburg County was the reason for the political activism of suburban parents who threatened a middle-class exodus from CMS to the charter sector if new assignment boundaries did not honor their current neighborhood school assignments. These threats indirectly undermined policy actors' initial willingness to reassign boundaries to curb socioeconomic segregation. ED580846 Charters as a Driver of Resegregation Civil Rights Project - Proyecto Derechos Civiles 2018-01-00 18 Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu N/A 2018 0 ERIC JAN2020

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No Social Justice Social Change Foreign Countries Critical Theory Critical Thinking Socialization Social Discrimination Power Structure Vignettes Learner Engagement Racial Bias Social Class Barriers African Americans Activism Whites Teaching Methods Vocabulary Definitions Sensoy, Ozlem DiAngelo, Robin Books Reports - Descriptive Canada United States English High Schools This is the new edition of the award-winning guide to social justice education. Based on the authors' extensive experience in a range of settings in the United States and Canada, the book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as a chapter on intersectionality and classism; discussion of contemporary activism (Black Lives Matter, Occupy, and Idle No More); material on White Settler societies and colonialism; pedagogical supports related to "common social patterns" and "vocabulary to practice using"; and extensive updates throughout. Accessible to students from high school through graduate school, "Is Everyone Really Equal?" is a detailed and engaging textbook and professional development resource presenting the key concepts in social justice education. The text includes many user-friendly features, examples, and vignettes to not just define but illustrate the concepts. Features include: (1) Definition Boxes that define key terms; (2) Stop Boxes to remind readers of previously explained ideas; (3) Perspective Check Boxes to draw attention to alternative standpoints; (4) Discussion Questions and Extension Activities for using the book in a class, workshop, or study group; and (5) A Glossary of terms and guide to language use. [For the first edition, see ED525694.] ED580849 Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. Second Edition. Multicultural Education Series Teachers College Press 2017-07-28 978-0-8077-5861-8 Students Teachers 288 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/is-everyone-really-equal-9780807758618 2018 As Provided JAN2020

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No Dropouts High School Students Urban Schools Rural Schools Elementary Secondary Education At Risk Students Student Needs Dropout Prevention Student Characteristics Student Experience Barriers Adolescents Family Influence Feldman, Deborah L. Smith, Antony T. Waxman, Barbara L. Books Reports - Research English High Schools Through engaging stories and the use of students' voices, this book corrects persistent misconceptions about youth who drop out of high school. Based on research conducted with high school dropouts in both urban and rural communities, the authors argue that, contrary to popular belief, most dropouts are not disengaged from school at an early age. Many have positive memories of their education, both social and academic, that educators and policymakers can draw on to create successful prevention and intervention practices. The narratives and insights presented here will help readers to better understand the interplay of school-related and personal factors that lead students to drop out of school. "Why We Drop Out" is essential reading for K-12 educators, school principals, counselors, psychologists, and everyone concerned with our nation's dropout crisis. The book features: (1) looks beyond stereotypes to more effectively identify students at risk; (2) identifies the underlying patterns and processes associated with dropping out; (3) incorporates student profiles and experiences to illustrate key issues; and (4) includes a research-based framework to help readers connect stories to policy implications. Contents include: (1) Pathways to Dropping Out; (2) Early School Years; (3) Middle School Challenges; (4) Navigating High School; (5) Teen Family and Personal Issues; (6) Exiting School; and (7) Implications and Possibilities. [Foreword by Camille A. Farrington.] ED580850 "Why We Drop Out": Understanding and Disrupting Student Pathways to Leaving School Teachers College Press 2017-07-14 978-0-8077-5862-5 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/why-we-drop-out-9780807758625?page_id=31 2018 As Provided JAN2020

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Yes Distance Education Educational Trends Enrollment Trends Data Collection Postsecondary Education School Statistics School Location Graduate Study Undergraduate Study Online Courses Seaman, Julia E. Allen, I. Elaine Seaman, Jeff Reports - Research Babson Survey Research Group English Postsecondary Education Distance education enrollments increased for the fourteenth straight year, growing faster than they have for the past several years. From 2002 to 2012 both distance and overall enrollments grew annually, but since 2012 distance growth has continued its steady increase in an environment that saw overall enrollments decline for four straight years and the largest for-profit distance education institutions continue to face serious issues and lose their enrollments. This report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey. Key findings include: (1) the most recent year-to-year addition of 337,016 distance education students, a 5.6 percent increase, exceeds the gains seen over the past three years; (2) six percent of all students now take at least one distance education course (a total of 6,359,121 students); (3) distance students are fairly evenly split between those who take both distance and non-distance courses (3,356,041 students) and those who take exclusively distance courses (3,003,080); (4) public institutions command the largest portion of distance education students, with 67.8 percent of all distance students; (5) distance education enrollments are highly concentrated, five percent of institutions account for almost half of all distance education students; (6) distance enrollments remain local: 52.8 percent of all students who took at least one distance course also took a course on-campus, and 56.1 percent of those who took only distance courses reside in the same state as the institution at which they are enrolled; (7) virtually no distance enrollments are international: only 0.7 percent of all distance students are located outside of the United States; and (8) the number of students studying on a campus has dropped by over one million (1,173,805, or 6.4 percent) between 2012 and 2016. ED580852 Grade Increase: Tracking Distance Education in the United States Babson Survey Research Group 2018-00-00 Pearson Online Learning Consortium (OLC) Tyton Partners 978-0-9968848-2-2 49 Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457. Tel: 909-278-7389; Web site: http://www.babson.edu/Academics/centers/blank-center/global-research/Pages/babson-survey-research-group.aspx N/A 2018 0 ERIC JAN2020

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Yes Graduate Students Doctoral Programs Student Attrition Academic Persistence School Holding Power Department Heads Teacher Student Relationship Socialization Social Support Groups Readiness Financial Support Doctoral Dissertations Literature Reviews Rigler, Kenneth L., Jr. Bowlin, Linda K. Sweat, Karen Watts, Stephen Throne, Robin Information Analyses Speeches/Meeting Papers Reports - Research EISSN- English Higher Education Almost universally, residential doctoral programs have reported attrition rates of up to 50% for face-to-face programs and 50-70% for online doctoral programs. The purpose of this critical review was to explore current literature for doctoral attrition and persistence to explore reasons and attributes for improved persistence to completion. We analyzed a final sample of 79 studies for context with doctoral attrition and persistence and, following coding, pattern matching, and synthesis, four final constructs emerged: (a) chair agency and chair-candidate relationship; (b) candidate socialization and support systems; (c) candidate preparedness; and (d) financial considerations. These constructs indicated that internal factors from within the doctoral program have affected attrition and we encourage doctoral educational leadership to implement strategies to improve dissertation chair practices through professional development, increased candidate support and socialization opportunities, creation of clearer pathways from academic to dissertation research coursework, and improved financial opportunities and support for candidates. We recommend quantitative explanatory studies to further examine the four factors within the doctoral program to examine the effects on doctoral candidate completion. ED580853 Agency, Socialization, and Support: A Critical Review of Doctoral Student Attrition Online Submission Paper presented at the International Conference on Doctoral Education (3rd, Orlando, FL, 2017) 2017-00-00 27 N/A 2018 50 As Provided JAN2020

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No Animals Therapy Anxiety Symptoms (Individual Disorders) Adolescents Relaxation Training Outcomes of Treatment Cognitive Restructuring Behavior Modification Experimental Groups Coping Nonparametric Statistics School Districts Control Groups Zents, Courtney E. Dissertations/Theses - Doctoral Dissertations EISSN- English Adolescence is marked by a period of stress with a portion of these individuals experiencing problems with anxiety. There are physical and psychological benefits of using animal-assisted therapy (AAT) for decreasing anxiety, however, the research on this is limited. The current study expands on the AAT literature by studying the additive effects of AAT along with the frontline treatment for anxiety, Cognitive Behavioral Therapy (CBT). CBT only and CBT + AAT treatment groups followed a structured protocol focused on psychoeducation and practicing coping skills for anxiety using groups of 2 to 4 participants in the school setting. Single subject design and nonparametric statistics were used to analyze treatment data on measures of anxiety and therapeutic alliance from ten students ages 10 to 15 across two school districts. Although the data on measures and therapeutic alliance did not approach significance, observable trends show CBT and AAT may be beneficial in decreasing anxiety symptoms for some students. The nature of self-report data and the small number of participants were limitations of the study. Overall this study used comparison groups to show that therapy dogs are not a hindrance to therapy and may be beneficial for some 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.] ED579124 Efficacy of Animal-Assisted Therapy in Lowering Anxiety Symptoms of Adolescents in Schools ProQuest LLC Psy.D. Dissertation, Alfred University 2017-00-00 978-0-3552-2928-8 170 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:10622847 2018 As Provided JAN2020

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No Spanish Second Language Learning Native Language Grammar English Language Research Nouns Form Classes (Languages) Syntax Eye Movements Questionnaires Reading Rate Reading Processes Computer Assisted Instruction Spino-Seijas, Le Anne L. Dissertations/Theses - Doctoral Dissertations EISSN- English A pervasive question in second language (L2) research is whether L2 learners can acquire parameterized functional features that are not instantiated in their first language (L1). While some researchers have argued for a representational deficit (e.g., Clahsen & Muysken, 1989; Hawkins & Chan, 1997), claiming that L2 learners' competence is fundamentally deficient, others have argued that learners can indeed acquire features that are not instantiated in their L1 (e.g., Prevost & White, 2000; Schwartz & Sprouse, 1996), and ascribe any optionality to communication pressure or other external factors. In this dissertation, grammatical gender agreement was used as a test case to determine if L2 Spanish learners (L1 = English) can indeed acquire a parametrized feature not present in their L1. Many researchers that investigate grammatical gender agreement do not have a principled reason for investigating a particular type of agreement (e.g., determiner-noun, noun-adjective). It may be the case, though, that not all types of agreement are equally difficult for L2 learners. In studies that investigate whether L2 learners have a representational deficit for grammatical gender agreement, it is therefore impossible to conclude whether learners truly have a representational deficit, or whether they are performing poorly because of the type of agreement under investigation. Therefore, this dissertation tests grammatical gender agreement in three different syntactic contexts that are commonly used in this type of research: determiner-noun (DET-N), noun-adjective (N-ADJ) and null nominal (N-DROP). These syntactic contexts were hypothesized to differ in difficulty for L2 learners, with DET-N being the easiest and N-DROP the most difficult. Native Spanish speakers and L2 learners read a series of sentences embedded with violations of these three different types of grammatical gender agreement while their eye-movements were recorded with an eye-tracker. Participants' sensitivity was measured both via reading times and self-reports on a post-reading questionnaire. Linear mixed-effects models indicated that native Spanish speakers were sensitive to all three types of grammatical gender agreement, as evidenced by longer reading times on ungrammatical relative to grammatical areas of interest, but L2 Spanish learners were sensitive only to DET-N agreement, and not N-ADJ and N-DROP agreement. The self-reports paralleled these findings, with L2 learners reporting a higher instance of seeing DET-N agreement violations than N-ADJ and N-DROP violations in the experimental stimuli. These results indicate that the L2 learners likely do not have a representational deficit for grammatical gender agreement, and that the type of grammatical gender agreement under investigation matters, as the syntactic context of the agreement may affect performance. Results are discussed in terms of the types of knowledge L2 learners use during online processing in studies that detect sensitivity to grammatical violations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579125 Grammatical Gender Agreement in L2 Spanish: The Role of Syntactic Context ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3552-1594-6 146 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:10622579 2018 As Provided JAN2020

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No Cultural Awareness Case Studies American Indian Students Alaska Natives Academic Advising Student Attitudes Undergraduate Students Surveys Acculturation Measures (Individuals) Qualitative Research Interviews Wesberry, Leslie C. Dissertations/Theses - Doctoral Dissertations Oklahoma EISSN- English Higher Education This qualitative case study examined the perceptions of American Indian/Alaskan Native (AI/AN) undergraduate students. Specifically, the study researched if AI/AN college students attending Southeastern Oklahoma State University (SOSU) perceived academic advising as more useful if they were engaged by culturally competent academic advisors as opposed to academic advisors that were not culturally sensitive or competent. The purpose of this qualitative case study was to obtain data that would give a better understanding of the needs of AI/AN undergraduate students. The study consisted of 15 AI/AN undergraduate students that were attending SOSU and five academic advisors that were providing advising services to students at the university. Data was collected and analyzed and triangulated from 15 student responses to 10 open ended interview questions as developed by Museus and Ravello (2010) and assisted by the psychological, social, and cultural (PSC) conceptual framework of Thompson, Johnson-Jennings, and Nitzarim, (2013). Additionally, five academic advisors participated in a Native American Acculturation Scale (NAAS) twenty-question survey. The NAAS was developed by Garrett and Pichette, (2000) and adapted by Reynolds, Sodano, Ecklund, and Guyker, (2012) from two existing scales that measured acculturation of Mexican Americans and Asians. Data was collected from 15 student interviews that were transcribed and coded into three themes. Findings from the themes suggested that AI/AN students attending SOSU perceived their academic advisors as being helpful, socially and culturally knowledgeable, and available for emotional support. Recommendations to the university have been made to further the advancement of academic advisors services to AI/AN 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.] ED579923 Cultural Competency Perceptions: American Indian/Alaskan Native College Students and Academic Advisors ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-3399-2 196 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10624453 2018 As Provided JAN2020

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No Information Security Corporations Telecommunications Industry Guidelines Risk Assessment Risk Semi Structured Interviews Models Qualitative Research Case Studies Teaching Methods Professional Personnel Administrator Attitudes Computer Networks Technology Education Information Technology Johnson, Kenneth T. Dissertations/Theses - Doctoral Dissertations Texas (Dallas) EISSN- English Increased internal and external training approaches are elements senior leaders need to know before creating a training plan for security professionals to protect sensitive information. The purpose of this qualitative case study was to explore training strategies telecommunication industry leaders use to ensure security professionals can protect sensitive information. The population consisted of 3 senior leaders in a large telecommunication company located in Dallas, Texas that has a large footprint of securing sensitive information. The conceptual framework on which this study was based was the security risk planning model. Semistructured interviews and document reviews helped to support the findings of this study. Using the thematic approach, 3 major themes emerged. The 3 themes included security training is required for all professionals, different approaches to training are beneficial, and using internal and external training's to complement each other. The findings revealed senior leaders used different variations of training programs to train security professionals on how to protect sensitive information. The senior leaders' highest priority was the ability to ensure all personnel accessing the network received the proper training. The findings may contribute to social change by enhancing area schools' technology programs with evolving cyber security technology, helping kids detect and eradicate threats before any loss of sensitive information occurs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579924 The Training Deficiency in Corporate America: Training Security Professionals to Protect Sensitive Information ProQuest LLC D.B.A. Dissertation, Walden University 2017-00-00 978-0-3552-4239-3 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10624471 2018 As Provided JAN2020

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No Middle School Teachers Inclusion Special Needs Students Disabilities Regular and Special Education Relationship Special Education Special Education Teachers Phenomenology General Education Interviews Brown, Hannah Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools The inclusion of students with special needs in the general education classroom is challenging. Adherence to federal laws that advocate for equality in the classroom means that most contact hours for teachers working in such setting will be in classrooms consisting of both students with disabilities and their nondisabled peers. Oftentimes, these classroom settings require general and special education teachers to serve simultaneously the individualized needs of all the students. Challenges such as administrative support, collaboration, and training interfere with the implementation of an inclusive classroom. This study employed a phenomenological approach to explore teachers' challenges in the operation of inclusion in the general classroom. The researcher used an interview protocol to collect information. Data were gathered from 12 teachers who taught in inclusion classrooms in two middle schools. Findings indicated that teachers working in inclusion classrooms encounter numerous challenges. Teachers are desirous of more professional development opportunities to equip them with the needed tools and support to effect increased achievement and engagement of all learners in the inclusion classroom. Recommendations for further research include exploration of strategies school districts should use for the recruitment and placement of teachers in inclusion classrooms. In addition, identifying, developing, and implementing an action plan for team teachers that focuses on addressing the unique needs of all learners in the inclusion classroom would be beneficial. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580155 Rethinking the Practice of Inclusion: Challenges Middle School Teachers Encounter in Inclusion Classrooms ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-1205-5 135 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:10637274 2018 As Provided JAN2020

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No Elementary School Students Grade 3 Reading Instruction Reading Strategies Independent Reading Incidental Learning Vocabulary Development Reading Comprehension Suburban Schools Mixed Methods Research Pretests Posttests Reading Tests Control Groups Cirucci, Christina L. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Research has shown a strong positive relationship between vocabulary knowledge and reading comprehension (Elleman, Lindo, Morphy, & Compton, 2009; Crosson & Lesaux, 2013; Lubliner & Smetana, 2005). Vocabulary acquisition is possible for all learners through explicit vocabulary instruction and incidental word learning (Cunningham, 2005). The current study explored the impact of two methods, shared reading and independent reading, on incidental word learning for proficient and non-proficient third grade students from a suburban elementary school. The study was a mixed methods design with an experimental pre- and posttest design and a qualitative component to determine the teachers' perceptions and pedagogy of explicit instructional strategies. Three classrooms, a shared reading condition, independent reading condition, a control group, were randomly selected to participate. The mean differences on the iReady Diagnostic assessment (Curriculum Associates, 2015) and the Researcher Created (RC) assessment showed a significant increase in target word knowledge for the independent reading condition on the RC assessment, indicating more incidental word growth than the other two groups. The data from the teacher interviews and guided reading lessons showed inconsistent knowledge and use of explicit vocabulary instruction among all three participating teachers. Practical implications from the study indicate students need to be reading independently and teachers are in need of professional development regarding the importance of regular explicit vocabulary instruction 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.] ED580156 The Effects of Shared Reading and Independent Reading on Incidental Word Learning of New Vocabulary for Third Grade Proficient and Non-Proficient Readers ProQuest LLC Ed.D. Dissertation, Widener University 2017-00-00 978-0-3553-5909-1 251 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:10637280 2018 As Provided JAN2020

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Yes Kindergarten School Readiness Minority Group Students Low Income Students Emergent Literacy Reading Tests African American Students Hispanic American Students White Students Racial Differences Young Children Grodsky, Eric Yiyue, Huangfu, Miesner, H. Rose Packard, Chiara Reports - Research Wisconsin University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Kindergarten Wisconsin's gaps between Black and White student high school graduation rates (Richards, 2016) and Black and White fourth-grade math and reading scores (U.S. Department of Education, 2015) are the largest in the nation. These inequalities have led to criticisms of Wisconsin's schools and teachers as ineffective in bolstering the success of students of color and those who are economically disadvantaged. However, serious attention to disparities in school readiness has largely been absent from these conversations. The authors know that nationally, students of color and children who are poor enter Kindergarten substantially behind their peers (Reardon & Portilla, 2016) and that disparity can account for much, if not most, of the achievement gap seen later in primary and secondary school (Bradbury, Corak, Waldfogel, & Washbrook, 2015). This report describes differences in school readiness as reflected by literacy skills at Kindergarten entry among children in Wisconsin. The authors document inequalities in literacy skills by race/ethnicity, family income and place. Results show that teachers and schools in Wisconsin face a daunting challenge in producing equitable educational outcomes for children. ED580854 Kindergarten Readiness in Wisconsin. WCER Working Paper No. 2017-3 Wisconsin Center for Education Research 2017-09-00 Institute of Education Sciences (ED) 21 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 21 As Provided JAN2020 Yes R372A150031

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Yes Distance Education Equal Education Disabilities Individualized Education Programs Racial Differences Socioeconomic Status Gender Differences Barriers Professional Development Intervention Achievement Gap Special Education School Districts Stakeholders Attitude Measures Student Needs Surveys Statistical Analysis Academically Gifted Speech Impairments Language Impairments Educational Technology Technology Uses in Education Dupree, Almecia Speeches/Meeting Papers Reports - Research Louisiana EISSN- English Problem: Many inequities frequently have been found to exist in representations of students and access to school programs in public schools. Theory: The purpose of this equity audit is to utilize theoretical positioning and conduct an empirical study involving student representations and access to educational opportunities. The audit focuses on special education including speech or language impaired students, students with learning disabilities, gifted students, and talented students. Students participating in distance learning opportunities in a Louisiana school district are a second focus of this audit. The audit uses Bernhart's theory of crossing multiple measures. Implications: An understanding of school processes, demographics, student learning and stakeholder perceptions has implications that can pave the way to research based interventions and improved educational success for all students. This study has implications for stakeholders who are interested in the quality of school programs. Stakeholders include students, parents, funding sources, and those responsible for accountability. Objectives: 1. Understand factors contributing to achievement inequities in school programs and identify areas of significant achievement differences (race, socio economic, gender, etc.). This includes identification of home, school, classroom, and individual level barriers to high performance. 2. Assist in identifying professional development and educational interventions to reduce achievement gaps and enhance district wide success of all students. Conclusions & Recommendations: Findings showed that students in special education were not represented equitably in school programs. Little evidence exists relating to equity of students enrolled in distance education. Recommendations include more research, considerations of distance education at student assistance team meetings, faculty and parent education, equitable ethnic representations of faculty in classes and during team meetings. ED580855 Equity Audit: Focusing on Distance Education Students and Students with Individualized Educational Plans Online Submission Paper presented at the Annual Meeting of the Mid-South Educational Research Association (2016) 2016-00-00 21 N/A 2018 24 As Provided JAN2020

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No College Faculty Teacher Administrator Relationship Qualitative Research Case Studies Teacher Attitudes Administrator Attitudes Interviews Interpersonal Communication Computer Mediated Communication Communication Strategies Electronic Mail Higher Education Trust (Psychology) Kdouh, Abdallah M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Globally, university faculty report difficulties communicating with administrators. In the United States faculty have a need for effective communication. The problem addressed in this study is that communications between faculty and administrators has long been a concern in higher education, and more recently, the rise of online communications combined with the top down nature of higher education has increased the challenges for good communication. The purpose of this qualitative multiple case study was to examine the experiences and perceptions of higher education faculty and administrators regarding effective administrator and faculty interpersonal face-to-face and online communication. The sample was two administrators purposely selected from a higher educational institution in a northeastern state. Face-to-face interviews were used to collect qualitative data about effective interpersonal communication. Findings were that administrators perceive that interpersonal communication whether face-to-face or online between the administrators and faculty is essential. However, both participants experienced problems in communicating through emails with their faculty. They suggested that online communication in higher educational institutions could be improved through trustworthiness and by using emails in a way that reduces the chances to be misunderstood and misinterpreted. This connotes sending emails by the administrators that are clear, simplified, sent in a timely manner, and the need for the faculty to understand and appreciate the intent of the administrator are crucial factors in this context. Suggestions for further research include replicating this study with a larger sample size of administrators and 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.] ED580647 An Investigation of Electronic versus Face-to-Face Interpersonal Communication between Administrators and Faculty in Higher Education ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-0364-3 114 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:10618782 2018 As Provided JAN2020

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No Achievement Gap Elementary Schools Principals Poverty High Achievement Administrator Characteristics Personality Traits Gender Differences Racial Differences Ethnicity Occupations Personality Measures Scores Hollowell, Daniel R. Dissertations/Theses - Doctoral Dissertations Illinois Myers Briggs Type Indicator EISSN- English Elementary Education The socio-economic achievement gap is prevalent in schools across the country. There are many high-poverty, high-performing schools that have been successful in closing this achievement gap. This study investigated 30 Illinois elementary school principals from high-poverty, high-achieving schools. Principals were given the Myers-Briggs Type Indicator and data was collected about school location, number of administrative jobs previously held, gender, race, and ethnicity of the principal. The personality types of the principals were compared to historical data on personality types of school principals. There were three findings in the study. Principals with the sensing-thinking-judging (STJ) type were most prevalent in the sample of high-poverty, high-performing schools. The rate of STJ and specifically ESTJ in the sample was higher than the historical data for principal personality type. Principals in their third or more administrative job in the sample had higher scores for extravert than those in their first or second job. More research is recommended including larger samples, samples including high schools, and comparison research with principals of high-poverty, low-performing 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.] ED580648 Personality Types of Illinois Elementary Principals in High-Poverty, High-Performing Schools ProQuest LLC Ed.D. Dissertation, Aurora University 2016-00-00 978-0-3554-6736-9 111 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:10617178 2018 As Provided JAN2020

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Yes Elementary Secondary Education Language Proficiency English (Second Language) English Language Learners Measures (Individuals) Scores Language Teachers Teacher Attitudes Parent Attitudes Qualitative Research Language Tests Semi Structured Interviews Coding Kim, Ahyoung Alicia Kondo, Akira Blair, Alissa Mancilla, Lorena Chapman, Mark Wilmes, Carsten Reports - Research Alabama Colorado Delaware Georgia Illinois Minnesota Nevada New Jersey North Dakota Oklahoma Pennsylvania Tennessee Wyoming Wisconsin University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Elementary Secondary Education A number of English language proficiency exams target grades K-12 English language learners (ELLs) because of the rising need to identify their needs and provide appropriate support in language learning. A good example is the WIDA ACCESS for ELLs (hereafter ACCESS), designed to measure the English language proficiency of students identified as ELLs. Every year approximately two million K-12 ELLs in the WIDA Consortium take ACCESS. After students complete the exam, score reports are provided to relevant stakeholders, including teachers and parents of the students. Because score reports are widely used by stakeholders for many purposes (e.g., placement, reclassification of ELLs), it is necessary to understand how they are interpreted and used in educational and home settings. Such information could be used to understand the usefulness of score reports and also to enhance their quality. However, there is little research on stakeholders' interpretation and use of score reports, especially in the context of K-12 ELL exams in the Unites States. Existing research is limited to teachers' interpretation of score reports (Impara, Divine, Bruce, Liverman, & Gay, 1991; Luecht, 2003; Underwood, Zapata-Rivera, & VanWinkle, 2007). For example, Impara et al. (1991) investigated the extent to which teachers were able to interpret student-level results on a standardized state assessment and the extent to which interpretive information provided on the reverse side of the student score report improved teacher understanding. Findings suggest that interpretive material helped facilitate teachers' understanding of student scores on the assessment. However, few studies have examined how stakeholders actually use the interpreted information. Moreover, very few (Miller & Watkins, 2010) have examined score reports from the parents' perspective. To gain a deeper understanding of the meaningfulness and utility of score reports, it is necessary to examine both educators' and parents' perspectives. The study on which this paper is based investigated how two stakeholder groups--K-12 ELL educators and parents--interpret and use ACCESS score reports. Findings from qualitative interviews offer implications for score report development in general and how to further enhance the quality of ACCESS score reports. In the study, the authors addressed the following research questions: (1) How do K-12 ELL educators and parents interpret the information in an English proficiency exam score report?; and (2) How do K-12 ELL educators and parents use the information in an English proficiency exam score report? ED580856 Interpretation and Use of K-12 Language Proficiency Assessment Score Reports: Perspectives of Educators and Parents. WCER Working Paper No. 2016-8 Wisconsin Center for Education Research 2016-11-00 22 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 33 ERIC JAN2020

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Yes Educational Experience Work Experience Lexicography Dictionaries Supervision Translation English (Second Language) Second Language Learning Second Language Instruction Foreign Countries College Faculty Recognition (Achievement) Books Semitic Languages Psycholinguistics Islam Laws Siddiek, Ahmed Gumaa Reports - Descriptive Journal Articles Sudan ISSN-2347-3126 English Higher Education This paper sheds light on the late Mohammed Al-Busairi's affluent academic journey. I will trace his education and his work experience in teaching, supervision, translation, literature, with special focus on his writings on lexicography and dictionary making. We will read some of his works with critical clues. The man had a massive contribution to education in the Sudan, in general, and the Education of English Language in particular. Many Sudanese students, as well as others from abroad, at both graduate and post-graduate levels, were/are indebted to him as a teacher and supervisor of their work. With his great knowledge, experience, craftsmanship in his trade, Al-Busairi was a highly distinguished figure among his colleague in the trade, at the local and regional levels. This paper is appreciating his efforts as a talented teacher, educator and a highly gifted translator and lexicographer. ED580857 Mohammed Al-Bussairi: A Towering Linguistic Figure from Sudan Online Submission International Journal on Studies in English Language and Literature (IJSELL) v5 n10 p84-95 Oct 2017 2017-10-00 12 N/A 2018 9 As Provided JAN2020

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No Competency Based Education Student Experience Interviews Two Year College Students Community Colleges Qualitative Research Nontraditional Students Online Courses Learner Engagement Knowledge Level Barriers Student Attitudes Loveless, Jill L. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Research on competency-based education (CBE) has primarily focused on elements of development, design, and implementation. The researcher interviewed students about their experiences in a CBE course as an avenue to deepen existing knowledge, build upon previous research, and improve development, design, and implementation. The researcher interviewed community college students to better understand their experiences in a CBE course or program. The researcher asked students questions designed to lead to greater knowledge about aspects of the CBE model that lead to a successful student experience, including engagement in CBE courses, levels of faculty and staff support in the CBE program, and students' prior and current knowledge of the CBE structure. A qualitative research method of interviewing participants to gain this information was employed. The population of students in CBE programs at the two sites involved in the research was limited to students who had completed at least one CBE course. The combined population of 189 students yielded a sample size of five students who were primarily nontraditional students in online CBE courses. Data analysis of transcripts of the interviews began immediately following and included identifying and coding themes of CBE knowledge, people, structure, barriers, and experience. The answer to the research question is that the CBE model is a beneficial option for students. The students in this study appreciated the following key elements of their CBE experience: the high level of individualized options for learning the material, the access to faculty and staff on an as-needed basis, the efficiency offered them for the rate at which they learned, and the ability to progress faster within the term limits. Due to the size of this study, further research should include a larger sample size to validate the findings of this study. Additionally, quantitative research should be used to quantify student retention and completion data to further support the benefits of CBE programs. Finally, research that connects graduates of CBE programs to employers is needed to validate the early claims made by CBE supporters that CBE will improve the quality of graduates entering the 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.] ED580650 Competency-Based Education: Understanding the CBE Student's Experience ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-2070-8 132 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:10690707 2018 As Provided JAN2020

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No Educational Environment School Buildings Teacher Morale Work Ethic Mixed Methods Research Surveys Interviews Building Design Aesthetics Architecture Wiley, Ben D. Dissertations/Theses - Doctoral Dissertations New York EISSN- English This study examines the physical environment of school buildings and the effects it has on teacher morale, sense of belonging, and work ethic. Within this mixed-method study, four New York State schools were given the researcher developed School Environment Survey, and multiple school stakeholders were interviewed to determine the extent of these relationships. The literature examined throughout this study begins with the origins of aesthetics, and the ways in which an experience can alter the feelings of an individual within a location. This study also addresses the differences in physical school design throughout the past several decades, and seeks to determine what elements of architectural design aide in the effectiveness of a school building. Different factors and measurements will be discussed throughout this study, and how these variables link to one another; in terms of the efficiency, adaptability, and general productivity of schools as organizational units. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580651 The Relationship between the Physical Environment of Schools and Teacher Morale, Sense of Belonging, and Work Ethic ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3554-4352-3 216 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:10702774 2018 As Provided JAN2020

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No Case Studies Instructional Design Terminal Illness Death Holistic Approach Educational Certificates Certification Online Courses Educational Benefits Student Educational Objectives Undergraduate Students Qualitative Research Course Evaluation Drews, Lisa M. Dissertations/Theses - Doctoral Dissertations Delaware EISSN- English Higher Education The purpose of this dissertation was to assess an undergraduate, online course, "The Process of Dying" offered in fall 2016 at Wilmington University. End of Life education has been limited to date and most individuals wait until there is a pressing need to consider actively planning for their death. "The Process of Dying" is the second course developed within a new online certificate program in Palliative and End of Life care and this course was assessed by this case study research. The course was developed for the online format using the Backward Design Model (Wiggins & McTighe, 2005). This case study used Parker's (2013) Design Interactions Media Evaluation (DIME) model to determine the strengths and weakness of "The Process of Dying" course. Learning objectives and outcomes of the course were identified with readings, resources and assignments designed to enable students to meet the course objectives. This qualitative case study examined the strengths and weaknesses of the newly developed course and identified ways in which the course can be improved for future offerings. The case study conducted for this dissertation assessed all content areas of the course. The course assessment will provide recommendations to improve the achievement of course objectives for future offerings as well as recommendations to extend the reach of this information to disciplines outside of the health 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.] ED580157 Case Study: Design and Delivery of a New University Course in a Holistic Palliative and End of Life Care Certificate Program ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2017-00-00 978-0-3553-6331-9 187 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:10637282 2018 As Provided JAN2020

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No Academic Achievement Parent Attitudes Teacher Attitudes Rural Schools Middle School Students Family School Relationship Low Achievement School Effectiveness Parent Participation Educational Quality State Standards Correlation Statistical Analysis Social Change Parent Teacher Cooperation Faculty Development Educational Strategies Walker, Christi Nelson Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Middle Schools The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index and adequate yearly progress on the Mississippi Curriculum Test, 2nd Edition. The purpose of this study was to examine whether parents' and teachers' perspectives regarding parental involvement and student achievement differed at the school. Epstein's theoretical framework was used as the basis for this quantitative study. Quantitative data from 250 parents and 28 teachers were gathered on the effectiveness of home-school collaboration for 4th through 8th-grade students. A t-test was used to determine if there were significant differences in parents' and teachers' perspectives regarding parental involvement and student achievement. There was a statistically significant difference (p < .001) between parents' and teachers' perspectives, whereas the teachers' attitudes were higher regarding their general attitude of parental involvement, parental involvement practices, and parental responsibilities. Based on study findings, a 3-day professional development/training curriculum and materials project was developed to assist teachers at the school with developing strategies for increasing parental involvement and student achievement. This study could possibly contribute to positive social change by increasing teachers' understanding of parents' needs and enhancing their ability to effectively communicate with them, which may lead to more involvement by parents in their children's education and higher achievement by 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.] ED580158 Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-9026-1 226 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:10637997 2018 As Provided JAN2020

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No Teacher Role College Faculty School Holding Power Black Colleges Phenomenology Questionnaires Interviews Teacher Student Relationship Dropouts College Students Langley, Dorothy L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Implications for student dropouts include fewer career options and lower earning potential. The purpose of this study was to investigate faculty perceptions of their roles in the student retention process at a Historically Black College and University (HBCU) in the Southeast United States. Guiding the phenomenological study was Lewin's theory of change model. Data were collected using a questionnaire, interviews, and faculty-student intervention logs. The questionnaire was completed by 32 full-time faculty at the study site. Interviews with 5 participants were conducted after the completion of the questionnaire, and 5 participants provided information via a faculty-student intervention log about strategies used to retain students. Data were analyzed through coding of responses and recorded frequencies to identify themes. Participants reported that they should be involved in retention efforts, and primary retention efforts occurred through the student success program, the retention coordinator, first-year experience course, retention committee, and advising. Participants also reported that their role in student retention is as an advisor, and faculty engagement with students inside and outside of class improves student retention. A process change paper with recommendations for improving student retention was shared with the administration of the HBCU. Findings may be used by leadership at HBCUs to increase retention and graduation rates thereby allowing graduates to pursue careers and function effectively in 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.] ED580159 Faculty Roles in Student Retention at Historically Black Colleges and Universities ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-7774-3 163 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:10638010 2018 As Provided JAN2020

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No Public Schools Boards of Education Management Development Superintendents Tenure Labor Turnover Statistical Analysis Flores, Alexandro Miguel Dissertations/Theses - Doctoral Dissertations Texas EISSN- English The role of the public school superintendent, with its increasing challenges and demands, can be considered one of the most daunting roles in American public education today. Consequently, frequent turnover in the top leadership position inhibits many public schools from reaching set academic, financial, and organizational goals. As a result, any factors which may affect superintendent tenure such as the training and preparation of school boards should be studied and analyzed. For the purposes of this study, a one-way analysis of variance (ANOVA) with 250 public school board members from 39 Texas public school districts experiencing superintendent turnover in 2016 was carried out. Participants were grouped into three levels according to their number of training hours. Tenure of corresponding departing superintendents served as the dependent variable. A significant difference was found between exceeded and deficient levels of training and professional development of school board members. Recommendations suggest further research on the subject of the effects of school board member training and development on the quality of school board-superintendent 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.] ED580160 Impact of Texas Public School Board Members' Level of Training and Professional Development on Superintendent Tenure ProQuest LLC Ed.D. Dissertation, Texas A&M University - Kingsville 2017-00-00 978-0-3554-0546-0 116 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:10638046 2018 As Provided JAN2020

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No Teaching Methods Culturally Relevant Education Semi Structured Interviews Cultural Pluralism Cultural Differences Case Studies Teaching Experience Foreign Countries Teacher Exchange Programs Travel Cultural Awareness Observation Teacher Attitudes Program Descriptions Academic Achievement Social Change Teacher Education Programs Mason, Denise Ryan Dissertations/Theses - Doctoral Dissertations EISSN- English The increasingly diverse population of the United States is reflected in classrooms across the country. Teachers often struggle with understanding students' cultural differences in the classroom and therefore also struggle with implementing culturally appropriate instructional strategies. The results of this study provide educational leaders with a viable option to enhance intercultural competence for implementing culturally appropriate instructional practices through the experiences gained in teaching abroad programs like Apufram International. This exploratory case study investigated how teaching experiences abroad contributed to implementing culturally diverse instruction in multicultural classroom settings. The multicultural educational theory of Banks was the theoretical framework used for this study. The research question addressed how a travel abroad experience contributed to the participants' insights into the cultural differences of students and strategies for implementing culturally diverse instruction in the multicultural classroom. The analytic process included a series of semi structured interviews and classroom observations, and a two-step process (thematic followed by open) to identify common themes. Eight teachers who participated in a teaching abroad experience with the Apufram International within the last 5 years provided the data that addressed the research question. The results of this study found that participating in a teaching abroad program increased cultural awareness and understanding of the need for implementation of culturally diverse instructional practices. Providing teachers with a creative means of improving student academic success helps develop students into global leaders for positive 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.] ED579126 Teaching Abroad and Implementing Culturally Appropriate Instructional Practices ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3552-1598-4 232 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:10622983 2018 As Provided JAN2020

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No Information Security Computer Security Computer Networks Crime Prevention Business Information Systems Costs Correlation Punishment Nongovernmental Organizations Specialists Multiple Regression Analysis Self Efficacy Intention Accountability Audits (Verification) White, Jautau Kelton Dissertations/Theses - Doctoral Dissertations EISSN- English Current cybersecurity measures have become a major concern for commercial organizations in the United States. As the cyber-attack landscape expands and the skills and knowledge of the cyber-attacker become broader, the current measures that are taken and the laws structured around them are making it increasingly difficult for commercial organizations to detect and prevent infiltration of their more sensitive networks and systems, resulting in subsequent data breaches. For this reason, it has become important to investigate active cyber defense towards developing a balance between the ever-evolving skills of the cyber attacker and the growing need for advanced cybersecurity protection mechanisms. Thus, this research aims to study how fear of cyber-attack, the growing costs associated with defense, and the presumed skill of both attacker and defender impact a cybersecurity experts' intention towards implementing active cyber defense. In addition, this study includes surveying how the certainty and severity of punishment impact the potential to misuse such capabilities. To conduct this research, the quantitative methodology was used, incorporating a survey of cybersecurity experts in commercial organizations. Commercial organizations for the purpose of this study consist of all non-government organization within the US, regardless of industry. This produced 92 complete responses. Linear multiple regression analysis was performed to test and analyze the impact of the variables perceived vulnerability, response efficacy, response cost, self-efficacy, and resource availability of protection motivation theory; and the variables, perceived certainty and perceived severity, of general deterrence theory, on a cybersecurity experts' behavioral intention to implement and potentially misuse active cyber defense, respectively. Statistical analysis of this study shows that there is a positive correlation between the independent variables of protection motivation theory identified in this study and a cybersecurity experts' behavioral intention to implement active cyber defense while also showing the positive behavioral intention to potentially misuse active cyber defense tools once they have been implemented. The implications, based on the results, call for increased discussion with regards to the implementation of active cyber defense in commercial organizations. The results seem to suggest the need for implementing monitoring and auditing as well and also provides the argument to include more controls for adequate attribution and accountability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579127 Impact of Protection Motivation Theory and General Deterrence Theory on the Behavioral Intention to Implement and Misuse Active Cyber Defense ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3552-2931-8 127 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:10622990 2018 As Provided JAN2020

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Yes Cultural Awareness Teaching Methods Online Courses Learning Processes Intercultural Communication Cultural Pluralism Higher Education Masters Programs Graduate Students Human Resources Cultural Differences Acculturation Foreign Countries Business Schools Foreign Students Qualitative Research Observation Torras, Eulalia Bellot, Andreu Speeches/Meeting Papers Reports - Research Spain (Barcelona) English Higher Education Attention to cultural diversity is a necessity for online higher education in management. Beamer (2004) postulated the Model of Intercultural Sensitivity to conceptualize the intercultural competence dimensions that can develop. The Complementary, Intercultural Learning Model (Beamer, 2016) emphasizes the importance that students are able to encode and decode the differences in messages emitted by people of various cultures. The aim of this research is to analyze the verbalization of intercultural content of online students participation and their learning products for an online masters in human resources direction. The content of participation and the learning products of 108 participants based on the system of categories proposed by the Model of Intercultural Sensitivity and enriched by Intercultural Learning Model has been analyzed. The most frequent category found is adaptation, so cultural difference is the state in which the experience of another culture yields perception and encourages behavior appropriate to that culture. [This paper has been written in the framework of the research supported financially by OBServatory, International Observatory on Online Higher Education in Management by OBS Business School. For the complete proceedings, see ED579335.] ED579378 Intercultural Sensibility in Online Teaching and Learning Processes International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 6 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 37 As Provided JAN2020

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Yes Electronic Learning Foreign Countries Adult Students Distance Education Online Courses Qualitative Research Instructional Design Preferences Undergraduate Students Graduate Students Expectation Student Surveys Ilgaz, Hale Gulbahar, Yasemin Speeches/Meeting Papers Reports - Research Turkey English Adult Education Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not the features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time management, physical distance, institutional prestige, and disability are the common factors for under graduate and graduate learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing e-Learning from both technological and pedagogical points of view. [For the complete proceedings, see ED579335.] ED579379 Why Do Learners Choose Online Learning: The Learners' Voices International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 21 As Provided JAN2020

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Yes Music Education Musical Instruments Music Techniques Preservice Teachers Pretests Posttests Statistical Analysis Experimental Groups Control Groups Student Improvement Performance Instructional Effectiveness Foreign Countries Parasiz, Gökalp Reports - Research Journal Articles Turkey ISSN-2459-1149 English Higher Education The research aimed to improve vocalisation levels of music teacher's candidates on performance works for violin education moving from difficulties faced by prospective teachers. At the same time, it was aimed to provide new perspectives to violin educators. Study group was composed of six 3rd grade students studying violin education in a State University. The study group that determined by the random method was composed of six violin students totaling three experiments and three control groups. An experimental model with pre- and post-test control groups was used in the study. The obtained data were evaluated on the performance scale and analyzed by Man Whitney U test and Independent samples t Test. Data were statistically evaluated and the results showed that difference between pre- and post-test scores of experimental and control groups was in favour of experimental group. It can be argued that vocalisation levels have a significant effect on increasing the performance related to students' musical and technical skills, also the research makes it clear that performance works is one of the major factor of that. ED580858 A Research Focused on Improving Vocalisation Level on Violin Education Online Submission Journal of Social and Humanities Science Research v5 n16 p127-139 2018 2018-00-00 13 N/A 2018 42 As Provided JAN2020

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Yes Academically Gifted Disadvantaged Schools Elementary School Students Elementary Schools Hierarchical Linear Modeling Low Income Students Mathematics Achievement Poverty Probability Reading Achievement Regression (Statistics) School District Wealth Statistical Analysis Talent Identification Hamilton, Rashea McCoach, D. Betsy Tutwiler, M. Shane Siegle, Del Gubbins, E. Jean Callahan, Carolyn M. Brodersen, Annalissa V. Mun, Rachel U. Reports - Research EISSN- English Elementary Education Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Further, school poverty predicts the percentage of gifted students identified in a school. Within-districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted. [This article was published in "Gifted Child Quarterly" v62 n1 p6-24 Jan 2018 (EJ1163395).] ED580859 Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students Grantee Submission 2018-01-00 Institute of Education Sciences (ED) 46 T http://dx.doi.org/10.1177/0016986217738053 2018 58 As Provided JAN2020 Yes R305C140018

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Yes Predictive Measurement Delivery Systems State Standards Early Intervention Management Information Systems Middle School Students Models State Policy Organizational Change Administrative Organization College Readiness Educational Indicators Dropout Prevention Clune, Bill Knowles, Jared Reports - Descriptive Rhode Island Maryland Texas Wisconsin University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Middle Schools Since 2012, the Wisconsin Department of Public Instruction (DPI) has maintained a statewide predictive analytics system providing schools with an early warning in middle grades of students at risk for not completing high school. DPI is considering extending and enhancing this system, known as the Dropout Early Warning System (DEWS). The proposed enhancements include better understanding how and why schools use a tool like DEWS, supports and training necessary to translate DEWS into school change, and extending DEWS into other domains such as college and career readiness. This paper identifies national models of predictive analytic systems in education, including a focus on the Early Warning Implementation Monitoring System (EWIMS) (National High School Center, 2013). The paper explores how such policies might succeed in achieving their goals (e.g., dropout prevention and reduction of predictive at-risk behaviors), ways that districts and schools can make the policies more successful, and how states and state agencies like DPI might strengthen the policies, thereby facilitating local success. The paper recommends that DPI consider: (1) fostering a network of schools for professional development and support of implementation of predictive analytics like DEWS and EWIMS; (2) developing modifications of predictive analytic indicators to measure short-term change and progress; (3) merging predictive analytics with findings of current research funded by the statewide longitudinal data system grant that will identify effective strategies for supporting students with different at-risk profiles; (4) soliciting schools for voluntary implementation of the full DEW/EWIMS model; and (5) sponsoring research on existing practices of how schools identify and intervene on behalf of at-risk students. The analysis and recommendations of the paper should not be considered as final but rather as material for further discussion and deliberation--in essence as food for thought and inquiry. The paper is organized as follows. First is a description of the details of DEWS as an example of implementation of a predictive analytics tool. Second is a logic model of the policy, which is the theory of change underlying its intended positive effects on outcomes. Third, beginning an initial assessment of the theory of change tracing the policy from schools and students, is an analysis of the strength of predictive analytic policies, using a framework developed by Porter, Floden, Freeman, Schmidt, & Schwille (1988). Fourth, following the logic model to the school level, is an analysis of the characteristics of organization and process required for successful implementation in schools, using a framework developed by Gamoran and colleagues (2003). Finally, the paper turns to the question of how outside agencies might enable successful implementation of predictive analytics, with a description of the results of a study of how three school districts supported use of college readiness indicators, followed by a discussion of how DPI might strengthen its own policies. ED580860 Delivery of State-Provided Predictive Analytics to Schools: Wisconsin's DEWS and the Proposed EWIMS Dashboard. WCER Working Paper No. 2016-3 Wisconsin Center for Education Research 2016-07-00 15 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 10 ERIC JAN2020

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No Nontraditional Students Undergraduate Students Private Colleges Parochial Schools Correlation Alumni Online Surveys Qualitative Research Gender Differences Electronic Learning Online Courses Hendrick, Mary Carol Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Colleges and universities depend heavily on alumni participation in the areas of financial contributions, positive advertising, and student recruitment. As higher education institutions increase the number of fully online programs, it is important to ensure that students feel a sense of connectedness to the university. The purpose of this study is to determine if there is a correlation between non-traditional, online, undergraduate students' sense of connectedness to their college and their subsequent interest in alumni participation after graduation. This research provides information that would fill a gap in the literature on the correlation between perceptions of identity when related to a university that they attended completely online as a non-traditional student and its impact on their interest in alumni participation. The non-traditional graduate sample (N = 110) provided a population from which to collect data by the use of two online surveys, the Organizational Identity, Distinctiveness, and Prestige Scale (OIDPS) and the Alumni Interest Survey (AIS), sent out by email through the university alumni association. Pearson Product-Moment was conducted to determine if a correlation existed between online graduates' sense of connectedness to their institution and their subsequent interest in alumni participation. Further, the sample was then looked at from a gender perspective to determine if there was a difference between males and females. All three hypotheses were found to have a statistically significant correlation. Recommendations for future research are to determine if the same results are true at non-religious based universities who also offer completely online degree programs, as well as conducting a qualitative study to determine what non-traditional online students are looking for from their university alumni association 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.] ED580652 The Relationship of Organizational Identity and Alumni Participation Interest among Online, Non-Traditional, Undergraduate Students at a Southeastern Private Religious University ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4693-3 131 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:10617439 2018 As Provided JAN2020

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No College Mathematics Remedial Mathematics Instructional Effectiveness Fractions Mathematical Concepts Computer Uses in Education Educational Technology College Students Quasiexperimental Design Pretests Posttests Intervention Interviews Educational Games Comparative Analysis Numbers Bias Statistical Analysis Ito, Taro Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study examined the extent to which the iPad app, Spatial Temporal Mathematics (ST Math), diminished college remedial mathematics students' natural number bias and deepened their fraction conceptual understanding. In this quasi-experimental study one class played the ST Math fraction games for 8 weeks, and they were compared to a control class who were taught without technology. The frameworks for this study included the framework theory of conceptual change, the reorganization theory, the microworld and the Lesh Translation Model. Pre and post- tests were used to examine the fraction conceptual understanding of the students in the ST Math class and the non-ST Math class before and after the intervention. Also, interviews were conducted to investigate how the ST Math students developed their fraction conceptual understand before and after the game play, compared to the non-ST Math students. As a whole, the students in both classes exhibited the natural number bias in all three areas: magnitude, density, and computation at the pre-test stage. However at the post-test stage, they diminished the bias in magnitude but in the other two areas, the bias was persistent. Overall, the statistical result was not significant between the ST Math class and the non-ST Math class on the post-test. However, the ST Math class had more students who answered correctly regarding the fraction density concept on the post-test. Similarly, the post-interview results revealed that the ST Math students exhibited conceptual gain in fraction magnitude, the fraction addition concept, and the fraction multiplication concept. However, although they showed the conceptual gain in fraction multiplication, they had difficulty with the concept of fraction division. The students in both classes did not show any conceptual gain in fraction division. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580653 Effectiveness of ST Math in College Remedial Mathematics Students Learning of Fraction Concepts ProQuest LLC Ph.D. Dissertation, University of Nevada, Las Vegas 2017-00-00 978-0-3553-1212-6 278 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10287366 2018 As Provided JAN2020

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Yes Teacher Salaries Compensation (Remuneration) Educational Attainment Merit Pay Knowledge Level Employment Level Competition Teacher Leadership School Districts Administrators Semi Structured Interviews Kimball, Steven M. Heneman, Herbert G., III. Worth, Robin Arrigoni, Jessica Marlin, Daniel Tests/Questionnaires Reports - Research Wisconsin University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Over many decades, teachers' compensation has been determined through standard practices, commonly represented by the single salary schedule. While these practices served districts well in a number of respects, many argue that new forms of teacher pay could provide powerful levers for changing teacher performance and improving student achievement by enhancing recruitment, development, and retention efforts for effective educators (Committee for Economic Development, 2009; Odden & Kelley, 2002; Odden & Wallace, 2008; TNTP, 2014). Historically, experiments with alternative compensation programs have been rare or episodic. Notable reforms included Kentucky's school-based performance award program, the Charlotte-Mecklenburg, North Carolina, school-based performance award program, and the Los Angeles Vaughan charter school knowledge and skills-based compensation system. Multiple school systems in several states implemented the National Institute for Excellence in Teaching's teacher career management and compensation program known as the TAP System. The well-documented Denver ProComp system also involved a broad compensation and associated career management program restructuring. To encourage broader experimentation with compensation and human resource reforms, the U.S. Department of Education administered the Teacher Incentive Fund, in which states and districts competed for millions of dollars in grants to implement new performance-based forms of teacher pay in high-need schools (U.S. Department of Education, 2016, July 18). Additionally, the Race to the Top program (U.S. Department of Education, 2016, June 6) embraced an improvement agenda that included uses of new educator effectiveness measures to support professional growth, and educational equity and accountability goals. As a result, the prevalence and pace of compensation reform has increased nationally. Many Wisconsin school districts initiated their own teacher pay design and delivery transformations following the passage of Wisconsin Act 10 in 2011 (Beck, 2014; Mendez, 2014; Richards, 2012, August 19; Richards, 2012, November 22). Act 10 eliminated collective bargaining rights for most public employees, retained teacher compensation bargaining only for base pay increases, and limited that bargaining to the percentage change in the consumer price index (Wisconsin Act 10, 2011). With new flexibility at their disposal, and an undercurrent comprising many national compensation experiments, Wisconsin districts have begun moving away from standard compensation practices. Although pay changes are the focus of state media coverage, there are few information sources about the variety and scope of Wisconsin compensation revisions. In this paper, the authors first provide an overview of two standard compensation practices that are common around the United States. We include terminology and exhibits that illustrate the basics of such practices. They then summarize seven major types of compensation reform initiatives that are being undertaken throughout the country. The focus next turns to Wisconsin district teacher compensation reform initiatives. The authors describe key findings obtained from interviews with Wisconsin district leaders, along with our review of compensation-related district documents. They situate their findings within standard compensation practice to illustrate where and how much Wisconsin compensation practices have changed. The paper concludes with key questions districts should consider as they revise pay systems or reflect on pay changes. ED580861 Teacher Compensation: Standard Practices and Changes in Wisconsin. WCER Working Paper No. 2016-5 Wisconsin Center for Education Research 2016-08-00 42 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 21 ERIC JAN2020

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Yes Information Security Talent Information Systems College Students Talent Development Employers Public Agencies Higher Education Partnerships in Education School Business Relationship Surveys Administrator Attitudes Business Salaries Education Work Relationship Job Skills Career Development Reports - Research Business-Higher Education Forum English Higher Education "Invest to Improve: The Cybersecurity Talent Deficit" provides recommendations for cybersecurity stakeholders--employers, government agencies, and higher education institutions--to enable regional partnerships to meet today's cybersecurity skills needs. This report combines data from a 2017 Gallup survey of business executives and higher education leaders with jobs analyses from Burning Glass Technologies, as well as, for the first time, detailed student demographic and wage data--following them from their college studies to the cybersecurity profession. The findings of this report document the need to develop new approaches to nurture cybersecurity talent in an era in which employers from all sectors must protect their information and systems from extraordinary levels of risk. ED580862 Invest to Improve: The Cybersecurity Talent Deficit Business-Higher Education Forum 2017-00-00 Office of Naval Research (ONR) 32 Business-Higher Education Forum. 2025 M Street NW Suite 800, Washington, DC 20036. Tel: 202-367-1189; Fax: 202-367-2269; e-mail: info@bhef.com; Web site: http://www.bhef.com N/A 2018 0 As Provided JAN2020

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Yes Mathematics Instruction English Language Learners Student Needs Teaching Methods Educational Quality Educational Practices Language Proficiency Instructional Materials English for Academic Purposes Assignments Mathematical Concepts Concept Formation Communication Skills Scaffolding (Teaching Technique) Student Evaluation Faculty Development Educational Technology Technology Uses in Education Guides - General Reports - Descriptive Council of the Great City Schools English The overarching purpose of this document is to define a new vision for mathematics instruction that explicitly attends to the needs of English Language Learners (ELLs), addressing the interdependence of language and mathematics. The sections in this report are devoted to (1) making clear that the grade-level college- and career-readiness mathematics standards are for ALL students, including ELLs, ELLs who require special education services, and any other students who face learning challenges in mathematics related to language needs; (2) articulating a theory of action in which ELL academic achievement improves when teachers provide all students with grade-level instruction, requiring a high caliber of materials and lessons that present high cognitive demand; (3) identifying and providing instructional principles and practices designed to address the language demands in the new standards for mathematics that may pose challenges for students who are developing both English proficiency and academic language in mathematics; and (4) providing criteria for the selection of instructional materials for mathematics that attend to academic language development and the language demands of the new standards for mathematical practices, so that ELLs and other students with language-related needs have access to grade-level content and practices as set by these standards. This document is designed for educators who are teaching mathematics to ELLs, whether in mainstream/general education classes, in self-contained classes for ELLs, or in other instructional contexts. It may also be used by teachers of students who have a high-incidence disability (e.g., Specific Learning Disability) and an Individualized Education Plan (IEP), or who have unfinished learning in mathematics due to language-related needs. This document is meant to be a useful guide for anyone who is involved in the design, development, and/or selection of curriculum, materials, and resources, whether in a district's central office or at the school level. ED580863 A Framework for Re-Envisioning Mathematics Instruction for English Language Learners Council of the Great City Schools 2016-12-00 Practitioners 46 Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org N/A 2018 0 ERIC JAN2020

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Yes School Districts College Readiness Career Readiness Academic Standards Program Implementation Program Evaluation Goal Orientation Resource Allocation Outreach Programs Parent School Relationship School Community Relationship Curriculum Instruction Professional Development Student Evaluation Data Reports - Descriptive Guides - Non-Classroom Council of the Great City Schools English This document is designed as a self-assessment tool for districts to gauge their progress in implementing college- and career-readiness standards. This tool was primarily designed to help central office leaders and staff assess implementation at a systems level. Each section provides a core set of leading questions, along with descriptions of what it might look like to be "on track" or "off track" in these areas and possible sources of evidence districts could use to determine where they fall on the continuum. As such, these descriptions provide bookend measures of strong and weak implementation, and can be used to create a graded scale in order to quantify a district's progress. The challenge is to not only read and identify commonalities in the descriptions of what being "on track" toward standards implementation might look like, but to also carefully study the "off track" descriptions and determine whether your district practices reflect any of these features as well, and what it will take to constructively address these gaps in process or practice. ED580864 Indicators of Success: A Guide for Assessing District-Level Implementation of College- and Career-Readiness Standards Council of the Great City Schools 2016-00-00 Practitioners 55 Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org N/A 2018 0 ERIC JAN2020

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No Social Capital Academic Achievement Hierarchical Linear Modeling Teaching Methods Teacher Effectiveness Educational Quality Comparative Analysis Correlation Inferences Student Surveys Teacher Characteristics Schaaf, Kevin J. Dissertations/Theses - Doctoral Dissertations EISSN- English The quality of teachers is now a central focus of policy and research. In spite of this focus, two key gaps exist, and this dissertation helps to fill them: First, mediation models involving the study of the effects of teaching are rare; instead, most current investigations of teachers focus primarily on the effects of teachers, with less attention to the contexts that may impact the quality of teaching practice. This dissertation considers how teaching practice mediates the effects of key contextual factors in the school environment, specifically the social capital available to teachers. By considering the impacts of teacher social capital as well as those of teaching practice, this dissertation broadens the scope of the investigation into how teachers might impact student learning. Second, research on teachers has been conducted using widely different instruments and models, and there is a lack of knowledge about the consequences of particular choices of measures and modeling assumptions. This dissertation compares the relationships among teacher social capital, teaching practice, and student achievement across single- and multilevel models and models employing latent and manifest factors/indicators. In addition, this dissertation offers conceptual and empirical analyses of the survey items included in the instruments and a comparison of inferences between expert observation ratings and student survey responses to better understand what aspects of teaching are adequately reflected in the measures employed and how this may influence the estimated 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.] ED580161 Investigating the Relationships among Teacher Social Capital, Teaching Practice, and Student Achievement across Measures and Models ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3553-9100-8 310 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637333 2018 As Provided JAN2020

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No Social Studies Teacher Attitudes Beliefs Content Area Reading Reading Skills Case Studies Semi Structured Interviews Observation Middle School Teachers Qualitative Research Reading Achievement Intervention Grade 6 Grade 7 Grade 8 Reading Instruction Reading Strategies Wood, Robin L. Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Middle Schools The purpose of this multiple case study was to understand the beliefs held by content area social studies teachers who teach reading. The rationale for this study is that students in the 21st century must be able to meet the demands of disciplinary literacy to compete in the workforce. The data from the semi-structured interviews and classroom observations of the, eight middle school social studies teachers from one area in Florida middle school, was studied. The primary research question is how do teachers describe their attitudes and beliefs regarding the effectiveness of, and their experiences, using reading intervention strategies in content area social studies middle school classrooms. This qualitative case study methodology explains how middle school social studies teachers address the need to support student achievement of reading by investigating their beliefs towards, and understanding of, how to use reading intervention strategies in the social studies content area. A Florida middle school was the site of this study comprised of eight social studies teachers which made up the population for this study providing instruction for grades 6-8. The sample consisted of eight social studies teachers purposely selected from the population. The data from the open-ended semi structured interviews and observations of the eight middle-school teachers was studied. The findings of this study support that there is a willingness of content area teachers to teach reading but they could benefit from professional training to assist them in knowing what reading strategies would work best 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.] ED580162 Social Studies Teachers' Beliefs Regarding and Understanding of Teaching Content Area Reading Skills: A Multi-Case Study ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-2058-6 169 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:10638068 2018 As Provided JAN2020

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No Reading Achievement Low Income Students Elementary School Students Grade 3 Reading Programs Reading Instruction Computer Assisted Instruction Vocabulary Development Reading Difficulties Reading Improvement Achievement Gap Outcomes of Education Chapman, Vanessa E. S. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This applied dissertation was designed to describe the effects of using a computerized reading and vocabulary development program with struggling third-grade students in a low socio-economic school setting. Vocabulary knowledge is paramount to developing and understanding unknown or unfamiliar words. Many students struggle with comprehension due to their limited exposure of vocabulary words. Students who have a limited vocabulary are often poor readers and continue to be a part of the academic achievement gap. This achievement gap appears to continue throughout the student's time in school. In an effort to lessen this achievement gap, the educational system is now incorporating computerized instructions as a means to increase student's academic achievement. Several benefits of incorporating computerize instructions into the school's daily curriculum can be seen in both reading comprehension and literacy skills. Computer assisted instructions or CAI are designed to fit the specific needs of students and to provide differentiated activities that will further supplement the instructions in the classrooms. Computers are being used to present activities that are more interesting thereby motivating the students to become active learners who are also actively engaged in the learning process. The computers and the computer programs that are being implemented into the school systems are beginning to become an integral part in the daily curriculum of the schools. Using technology is just another way to provide students with opportunities to improve in the areas of vocabulary, reading, writing and their listening 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.] ED579925 Effects on Reading Achievement of Low Socioeconomic Third Graders after Participation in a Computerized Reading Support Program ProQuest LLC Ed.D. Dissertation, Nova Southeastern University 2016-00-00 978-0-3552-4246-1 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:10624756 2018 As Provided JAN2020

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No Student Attitudes Nursing Education Technological Literacy Phenomenology Patients College Seniors Interviews Standards Qualitative Research Information Literacy Information Management Self Efficacy Computer Literacy Models Skill Development Health Services Social Change Course Descriptions Graduation Information Technology Bennett, Patricia C. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Technological standards appear to be needed in undergraduate nursing education, as existing research has yet to establish technological standards for undergraduate nursing students. The purpose of this qualitative study was to examine the lived experiences of senior nursing students with respect to their perceptions regarding exposure to and abilities gained in the areas of information management, information literacy, and computer literacy. The framework of the study was based on Bandura's theory of self-efficacy and the Dreyfus model of skills acquisition. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposive sample to collect data about the technological competencies taught to 12 participants during their nursing education. The key research questions pertained to senior-level nursing students' perceptions regarding their educational exposure to technological skills, the level of competencies achieved, and technology's impact on patient care. A thematic analysis was done. The findings from this research study are that students' technological exposure appears to vary and that there is a need for uniform exposure during their nursing education. The results of this research revealed that most students were confident about computer literacy but needed to strengthen their knowledge related to information management and information literacy. Implications for social change is a better understanding of technological competencies offered, or still needing to be included, in undergraduate nursing syllabi. Further positive social change implications of the study for health services include the promotion of clear technological graduation standards for nursing graduates entering the health care 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.] ED579926 Senior Students' Experiences, Perspectives, and Attitudes of Technological Competencies in Nursing Education ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3552-3941-6 168 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:10624481 2018 As Provided JAN2020

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No Grammar American Indian Languages Morphology (Languages) Syntax Language Research Counties Written Language Language Teachers Semantics Verbal Communication Contrastive Linguistics Lockwood, Hunter Thompson Dissertations/Theses - Doctoral Dissertations Wisconsin EISSN- English This dissertation is a descriptive grammar of Potawatomi, a critically endangered Algonquian language now only spoken as a first language by a handful of elders in northern Wisconsin. Throughout, the goal is to present an authoritative linguistic description of Potawatomi by drawing on direct elicitation, a corpus of new texts gathered in close collaboration with the Forest County Potawatomi Community in northern Wisconsin, and previous linguistic studies of Potawatomi. Chapter 2 describes the sound system and a few phonological processes including syncope, a rhythmic pattern of vowel reduction or deletion. Chapter 2 also covers the two major writing systems in use in Forest County: one, the WNALP orthography, is used primarily by linguists and scholars, while the other, which I call the FCP orthography, is becoming more widely used by language teachers. The most noteworthy difference between them has to do with the treatment of vowels. Chapter 3 introduces fundamental concepts of morphosyntax in Algonquian languages and provides a discussion of derivational morphology, including many examples illustrating the components of lexical structure in Potawatomi. Chapter 4 treats noun inflection, showing significant variation. Chapter 5 covers verbal inflection, providing numerous examples. Chapter 6 provides a sketch of some syntactic and semantic facts. This chapter provides an overview of Potawatomi word order following the recent work of Robert Lewis. Following that is an extensive discussion of question formation, complex sentences, and quantification. The appendices provide comparison tables for the different writing systems and close to 60 pages of previously unpublished conversations and narratives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579128 How the Potawatomi Language Lives: A Grammar of Potawatomi ProQuest LLC Ph.D. Dissertation, The University of Wisconsin - Madison 2017-00-00 978-0-3552-1967-8 290 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623062 2018 As Provided JAN2020

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No Spanish Grammar Morphemes Semantics Form Classes (Languages) Dialects Contrastive Linguistics Foreign Countries Guajardo, Gustavo Dissertations/Theses - Doctoral Dissertations Argentina Mexico Spain EISSN- English Spanish generally shows a Sequence of Tense (SOT) phenomenon in subjunctive clauses: the tense of the embedded clause (present or past) must agree with the tense of the matrix clause. It has been reported, however, that one kind of violation sometimes occurs, in which a present tense subjunctive clause is embedded under a past tense matrix clause [e.g., "Queria que me ayudes" ("present subjunctive") (instead of "ayudaras" ("past subjunctive")] "I wanted you to help me"). The acceptability of this SOT violation has been argued to depend on two main factors: the semantic class of the main predicate (Suner and Padilla-Rivero 1987, Quer 1998) and the temporal interpretation of the embedded clause (Laca 2010b). A factor that has been less discussed in the literature, which contributes to the acceptability of the present tense under past, is cross-dialectal variation; in some dialects SOT seems to be enforced more strongly and SOT violations are not very common, whereas in other dialects violations of SOT of the type shown above appear to be fully grammatical (Sessarego 2008, 2010; Del Rio 2014; Guajardo 2010). Using corpus and experimental methods, this dissertation examines violations of SOT in three Spanish varieties (Argentinean, Mexican and Peninsular (i.e., European) Spanish) in order to determine what makes violations of SOT more acceptable in certain varieties than others. The corpus study analyzes the amount of variation found in each of the three dialects. It is found that in Argentinean Spanish, violations of SOT occur at a much higher rate (30%) than in Mexican (6%) and Peninsular Spanish (3%). However, no lexical effects are found in any of the three varieties; any embedded verb appears to be able to engage in this process. An acceptability experiment allows us to examine this variation in more detail by manipulating the temporal interpretation of the embedded clause in order to determine whether interpretation of the embedded clause has any effect on the acceptability of the present subjunctive. These results show that interpretation of the embedded clause does play a role, but to different degrees in the three varieties: Argentina presents a very small effect and Mexico and Spain show much larger effects. In addition, the results show that in Argentina, present and past subjunctive are largely in free variation when embedded under a past matrix clause. I conclude that Argentinean Spanish exhibits higher rates of violations of SOT because the present subjunctive is tenseless and therefore free to occur under any matrix tense. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579129 Subjunctive and Sequence of Tense in Three Varieties of Spanish: Corpus and Experimental Studies of Change in Progress ProQuest LLC Ph.D. Dissertation, University of California, San Diego 2017-00-00 978-0-3553-1453-3 180 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:10624463 2018 As Provided JAN2020

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No Leadership Training Self Efficacy College Students Church Related Colleges Christianity Beliefs Universities Leadership Role Questionnaires Age Differences Gender Differences Majors (Students) Student Attitudes Transformational Leadership Measures (Individuals) Scores Informal Education Business Schools Business Administration Education Majkowski, Jasmine Meg Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Higher Education The globalization and diversification within the world led universities to try to address the problem with improved future leaders. Universities offer leadership classes and programs to prepare tomorrow's leaders to adapt to the ever-changing landscape the world now offers. This study built on the theoretical framework of Albert Bandura's self-efficacy theory which says that people's experiences shape belief systems, which ultimately, affects effort exerted and accomplishments. Adding to Bandura's self-efficacy theory, the researcher focused on how universities shape students' leader self-efficacy. To simplify, the researcher asks, "do universities prepare students to feel confident in their leadership abilities? If given an opportunity at a leadership task or role, are universities preparing those students to lead successfully?" The research question that guided this study asked, "what factors influence leadership self-efficacy for higher education students in two mid-sized Christian Universities in West Texas?" Prior research led to the development of five hypotheses that evaluated the factors that possibly influence leadership self-efficacy. The researcher created a demographic questionnaire that inquired about students' age, gender, major, formal leadership experience, informal leadership experience, and the ability to define transformational and servant leadership. The study also utilized the Leadership Efficacy Questionnaire©, (Hannah & Avolio, 2012). The LEQ© measured for a student's leader self-efficacy by asking students to rate their confidence level in various leadership scenarios. Results showed that two of the five hypotheses were supported. Gender, major, and informal leadership experience significantly affected leadership efficacy. Males, business majors, and students who experienced informal leadership during college scored higher on the LEQ© than their counterparts. Universities should cater to the gender gap and provide females with opportunities for leadership experiences outside of the classroom. Additionally, universities should encourage informal leadership experiences to accompany classroom experiences, and would be wise to place the leadership department under the School of Business while requiring some business classes as part of the leadership program to ensure leadership students get the most benefit to improve leader 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.] ED580654 The Effect of Leadership Courses and Programs on University Undergraduates' Self-Efficacy in Two Mid-Sized Christian Universities in West Texas ProQuest LLC Ed.D. Dissertation, Hardin-Simmons University 2017-00-00 978-0-3553-0359-9 164 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:10617713 2018 As Provided JAN2020

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No Comparative Analysis Learner Engagement College Athletics Intercollegiate Cooperation Athletes Participation Extracurricular Activities Woolever, David Michael Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The concept of retention in higher education institutions is certainly a hot topic. Institutions have explored first year seminars, engagement with faculty and creating a culture of connectivity and belongingness among the student population to include extra-curricular activities in creating an engaged student that will persist until graduation. Furthermore, academic engagement among student-athletes is one topic that has that has been somewhat neglected while institutions look at ways to increase retention via creating a culture of involvement. In addition, the Student Engagement Instrument (SEI), initially designed to measure engagement among secondary students has rarely been utilized to examine academic engagement among students at the collegiate level (Grier-Reed, Appleton, Rodriguez, Ganuza & Reschly, 2012). Therefore, the purpose of this study is to examine the effects that athletics participation has on the academic engagement of students as measured by the SEI. Drawing upon Albert Bandura's (1977, 2001) social learning theory, Astin's (1999) theory of involvement, the self-determination theory (SDT) and Tinto's (1975) student integration model, the study explored the relationship between participation in sports and academic engagement. This research is geared toward higher education exploring persistence and retention as well as exploring further use of the SEI on a college population. Conclusions can be drawn to address retention issues plaguing universities and 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.] ED580655 A Comparative Study of Student Engagement Based on Intercollegiate Athletics Participation ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-7572-8 110 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:10617617 2018 As Provided JAN2020

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No Information Security Case Studies Qualitative Research Holistic Approach Disclosure Public Schools School Personnel Teaching Methods Guidelines Interviews Administrator Attitudes Teacher Attitudes Telecommunications Computer Software Compliance (Legal) Decision Making Program Descriptions Elementary Secondary Education Fleming, Antoine Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Advances in technological uses within public schools provide increased methods to collect and store non-public personal information (NPI) or personally identifiable information (PII) from both students and employees. Consequently, the sensitive information collected is susceptible to unauthorized disclosure, as various public school employees are trusted to manage and safeguard information. Although the use of technology assists in the protection of public school NPI/PII, the personnel who operate, manage, and access the information must protect the information. However, personnel may not fully understand the various aspects of protecting the information articulated through an information security awareness (ISA) training program. The problem explored in this qualitative holistic multiple case study was ISA-training to reduce the unauthorized disclosure of information within public schools. The purpose of this study was to explore ISA-training through the experiences of public school personnel to reduce the unauthorized disclosure of NPI/PII. The protection motivation theory was the theoretical framework used for this study. Data collection methods for study included 15 interviews from public school teachers and administrators and a review of openly available public school documents related to information security. Interviews were conducted over the telephone using open-ended questions. NVivo 11 software was used to analyze the data. Themes were identified by a cross-case analysis. Results provide valuable knowledge about methods to reduce unauthorized disclosure of information in the public school system. The themes identified included Securing and Effective Training Reduced Unauthorized Disclosure and Becoming Informed Increased Awareness and Compliance. The study results from this study support existing literature on the effectiveness of user training in reducing the unauthorized disclosure of information. It is recommended for future studies to use a quantitative or a mixed-method research design. Additionally, it is recommended that a future study encompass another set of participants with different experiences. The next recommendation for future studies is to assess the factors associated with and the decisions made by education administrators on whether or not an ISA-training program is offered to employees. The last recommendation is to assess behavior exhibited by employees when confronted with an information security dilemma on the handling of NPI/PII. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580163 Exploring Information Security Awareness Training to Reduce Unauthorized Disclosure of Information in Public Schools ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-7223-6 184 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:10637293 2018 As Provided JAN2020

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No Elementary School Students Kindergarten Grade 1 Grade 2 Reinforcement Peer Teaching Tutoring Educational Games Verbal Operant Conditioning Educational Cooperation Educational Experiments Functional Behavioral Assessment Intervention Darcy, Laura Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education In Experiment 1, I conducted a functional analysis of student rate of learning with and without a peer-yoked contingency for 12 students in Kindergarten through 2nd grade in order to determine if they had conditioned reinforcement for collaboration. Using an ABAB reversal design, I compared rate of learning as measured by learn units to criterion under two conditions: (A) rotated learn units between 2 peers with a peer-yoked contingency game board (collaborative reinforcement), and (B) rotated learn units between 2 peers without a peer-yoked contingency game board (individual reinforcement). In these conditions, 2 students sat side by side and learn units were delivered in a rotated fashion. A peer-yoked contingency game board in which two characters competed to reach the top and access a predetermined backup reinforcer was present in the (A) condition only. The participants were yoked together on a "team," and if they emitted a correct response, their character moved up on the game board. Seven of twelve participants learned faster in the collaborative reinforcement condition, suggesting that they each had reinforcement for collaboration with a peer. These data demonstrated how yoked contingencies can be utilized to increase rate of learning in the classroom when reinforcement for collaboration is present. The other participants learned slower in the collaborative reinforcement condition, suggesting that reinforcement for collaboration was not present for these participants. Additionally, participants who demonstrated reinforcement for collaboration emitted higher levels of vocal verbal operants when yoked with a peer than the participants who did not demonstrate reinforcement for collaboration. In Experiment 2, the participants who did not demonstrate reinforcement for collaboration were placed into a collaborative intervention, in order to determine if this potential developmental cusp could be established. In a delayed multiple probe design across dyads, four participants engaged in peer tutoring with a confederate peer, and a yoked contingency game board was utilized to reinforce their effective collaboration. Following this intervention, all four participants demonstrated a faster rate of learning when yoked with a peer, as well as increased levels of vocal verbal operants with their peers. These findings suggest that an intervention that specifically targets reinforcement for collaboration through a peer-yoked contingency may be effective in inducing reinforcement for collaboration. The educational significance and implications of this potential developmental cusp 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.] ED580164 The Identification and Establishment of Reinforcement for Collaboration in Elementary Students ProQuest LLC Ph.D. Dissertation, Columbia University 2017-00-00 978-0-3553-9113-8 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638082 2018 As Provided JAN2020

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No Bullying Computer Mediated Communication Mixed Methods Research Adolescents Social Media Prevention Well Being Intervention Communication Strategies Longitudinal Studies Program Effectiveness Design Positive Reinforcement Interpersonal Communication Ashktorab, Zahra Dissertations/Theses - Doctoral Dissertations EISSN- English While cyberbullying is prevalent among adolescents, attempts by researchers to evaluate mechanisms for its prevention and mitigation have been largely non-existent. In this dissertation, I argue that the complex nature of cyberbullying, made more challenging by the affordances of diverse social media, cannot be solved through strictly algorithmic approaches. Instead, I employ multidisciplinary methods to evaluate data generated by teens on social media and work with teens to develop and test potential cyberbullying mitigation solutions. I further argue that solutions focused on improving users' well-being after being targeted online offer designers a valuable tool in fighting back against the harm caused by cyberbullying. Based on the interdisciplinary studies conducted in this dissertation, I offer design recommendations for cyberbullying prevention and mitigation tools. I address the mitigation of adolescent cyberbullying through a multi-methodological approach: 1) data-centric exploratory study of discourse occurring alongside cyberbullying 2) an experimental design of reactions to positive messages in response to cyberbullying 3) human-centered participatory design to design cyberbullying mitigation prototypes and 4) a longitudinal study evaluating the effectiveness of cyberbullying mitigation tools. I offer design recommendations for building and administering cyberbullying mitigation tools. This dissertation begins with a data-centric study to understand why users are motivated to post and interact through ASKfm, a social media platform that affords cyberbullying and how anonymity and the site's other affordances affect these interactions. I discuss the unique affordances specific to semi-anonymous Q&A social media platforms and how such affordances enable users to engage in self-disclosure and gaining social support on sensitive topics. I then present two studies to first determine if users will be receptive to anonymous positive messages responding to bullying messages, then to administer positive messages or "Cyberbully Reversal Pings" to ASKfm users who have received bullying messages. I then use a human-centered approach methodology to co-design cyberbullying prototypes with teens. I use the design recommendations derived from the participatory design study to test the impact of a cyberbullying mitigation system. I address technological mechanisms to mitigate sadness and decline in well-being caused by negative online experiences and cyberbullying. I administer cyberbullying mitigation through technology-mediated memory; in other words, I use positive posts and images participants have previously shared on social media to remind them of existing social support in users' social networks. The studies in this dissertation comprise of a mixed methods approach to understand social media platforms on which cyberbullying occurs, work collaboratively with users to design mitigation platforms and ultimately evaluate a cyberbullying mitigation platform with real users. These aforementioned studies result in design recommendations for building cyberbullying mitigation tools and design recommendations for designing a study to evaluate a cyberbullying mitigation tool. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580656 Designing Cyberbullying Prevention and Mitigation Tools ProQuest LLC Ph.D. Dissertation, University of Maryland, College Park 2017-00-00 978-0-3553-0064-2 253 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10615598 2018 As Provided JAN2020

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No Catholics Church Related Colleges Honors Curriculum Outcomes of Education Learner Engagement Case Studies Qualitative Research Taxonomy Teaching Methods Institutional Mission Religious Education Interviews Administrator Attitudes Educational History Models College Graduates Metacognition Religious Factors College Freshmen College Seniors National Surveys Student Surveys Curriculum Development Pampel, Robert Dissertations/Theses - Doctoral Dissertations National Survey of Student Engagement EISSN- English Higher Education This qualitative, multisite case study used Dee Fink's taxonomy of significant learning as a lens through which to examine the curricular structure, academic practices, and graduate outcomes for honors programs at Jesuit colleges and universities in the United States. Special attention was given to the distinctive quality of Ignatian pedagogy and Jesuit mission to determine if these elements served as complementary or confounding variables in the application of Fink's model. Eight Jesuit honors programs were selected for the study. For each, curricular documents available publicly or made available to the researcher were analyzed to identify themes related to structure, sequencing, the Jesuit mission, and Fink's taxonomy. Directors of each selected program were also interviewed and surveyed to learn more about program history, guiding curricular philosophy, graduate outcomes, and aspects of the Jesuit mission evident in the program. Additional insight related to graduate outcomes was gained by analyzing the results of the National Survey of Student Engagement for four of eight participating institutions. For each data source, the researcher engaged in a process of lean coding whereby emergent themes were identified, codified, and refined in an iterative fashion. This research identified various themes related to Jesuit honors programs' curricular structure and graduate outcomes and concludes that Fink's model provides an appropriate model to frame an honors curriculum. The researcher concludes that a program's Jesuit mission enriches Fink's model by conflating his understanding of the human dimension with other elements of the taxonomy in distinctly Jesuit ways related to the educational apostolate and the Ignatian model of critical self-reflection. Recommendations for the use of Fink's taxonomy for curriculum development and assessment are made, as well as 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.] ED580657 Significant Learning Experiences and Ignatian Pedagogy: A Case Study of Curricula, Academic Practices, and Graduate Outcomes in Jesuit Universities' Honors Programs ProQuest LLC Ph.D. Dissertation, Saint Louis University 2017-00-00 978-0-3553-4973-3 226 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:10618516 2018 As Provided JAN2020

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No Engineering Education Elementary Education Integrated Curriculum Curriculum Development Elementary School Teachers Teacher Attitudes Science Curriculum Knowledge Base for Teaching Surveys Faculty Development Familiarity Inclusion Self Efficacy Grusenmeyer, Linda Huey Dissertations/Theses - Doctoral Dissertations Delaware EISSN- English Elementary Education This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials. Delaware was at the forefront of K-12 STEM movement, first to adopt statewide elementary curriculum materials to complement existing science units, and one of the first to adopt the new science standards--Next Generation Science Standards. What supports were available to teachers as they adapted and adopted this new curriculum? To investigate this question, I examined (1) teachers' beliefs about engineering and the engineering curriculum, and (2) the pedagogical supports available to teachers in selected science and engineering curriculum. Teachers' knowledge, goals, and beliefs regarding Delaware's adoption of new elementary engineering curriculum were surveyed using an adapted version of the Design, Engineering, and Technology Survey (Hong, Purser, & Gardella, 2011; Yaser, Baker, Carpius, Krauss, & Roberts, 2006). Also, three open ended questions sought to reveal deeper understanding of teacher knowledge and understanding of engineering; their concerns about personal and systemic resources related to the new curriculum, its logistics, and feasibility; and their beliefs about the potential positive impact presented by the engineering education initiative. Teacher concerns were analyzed using the Concerns-Based Adoption Model (Hall & Hord, 2010). Lay understandings of engineering were analyzed by contrasting naive representations of engineering with three key characteristics of engineering adapted from an earlier study (Capobianco Diefes-Dux, Mena, & Weller, 2011). Survey findings for teachers who had attended training and those who have not yet attended professional development in the new curriculum were compared with few notable differences. Almost all elementary teacher respondents were familiar with engineering and able to define it using one or more key characteristics. They valued the inclusion of engineering in the elementary curriculum; however trained and untrained teachers reported they were not confident about teaching it and were unaware of the new standards related to engineering. Teachers saw potential advantages or benefits of the new curriculum as helping improve science and math understanding, an opportunity to increase vocational awareness, and engaging students and motivating them to learn. Most teachers saw similar barriers to implementation-- lack of teacher knowledge, lack of time to learn about engineering and how to teach engineering, and lack of administrative support. Almost all were open to additional in-service training to learn more about this new curriculum. Three fifth grade science units were examined for evidence of teacher pedagogical support in teaching two Science and Engineering Practices (SEP) advocated by the Next Generation Science Standards. An analytic framework was developed based upon two NGSS SEPs: Asking questions, defining problems and Engaging in argument from evidence. Findings revealed that the kits varied greatly in their pedagogical approaches to the two SEPs and differences might be explained by each kit's underlying orientations to the teaching-learning process. Findings from these investigations have implications for the design of professional development and for engineering curricula. They highlight the importance of considering teacher beliefs about curriculum implementation and subject matter, as well as the importance of creating curriculum materials that focus teacher attention toward student thinking and the language rich science and engineering practices. Recommendations also include ongoing professional development to allow teachers time to try out and revise pedagogical routines that support the SEPs studied here. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580658 Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources ProQuest LLC D.Ed. Dissertation, University of Delaware 2017-00-00 978-0-3554-6626-3 195 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:10616741 2018 As Provided JAN2020

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No Deafness Science Instruction Equal Education Climate Ecology Knowledge Level College Students Teaching Methods Persuasive Discourse Writing Assignments College Science Ross, Annemarie D. Dissertations/Theses - Doctoral Dissertations New York EISSN- English Higher Education As a Deaf individual, it is important to ensure the growth of the Deaf community as science-literate members of society. While many predecessors have contributed to the body of research in Deaf pedagogy, there is still much to be done in safeguarding Deaf learners' equitable access to science education. One area of concern is in narrowing the statistically significant gap in Climate Change knowledge between Deaf students and Hearing students at the Rochester Institute of Technology. It is within this topic that the writing-to-learn-science framework is practiced and Deaf students in the Laboratory Science Technology program at the National Technical Institute for the Deaf participate in a study to assess whether or not the use of writing-to-learn-science strategies help them become better scientists, writers and learners. In this study, the social constructivist framework (Vygotsky, 1987) is used to study the impact of the use of the Berland and Reiser (2009) argumentation framework, so that they write-to-learn-science through the steps of sense-making, articulation and persuasion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580659 Examining Deaf Students' Equitable Access to Science vis-a-vis Contemporary Pedagogical Practices ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-0965-2 132 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:10618530 2018 As Provided JAN2020

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No Educational Technology Technology Uses in Education Homework Video Technology Program Effectiveness Comparative Analysis Conventional Instruction Statistics Mathematics Instruction Student Attitudes Teaching Methods Mathematics Skills Mathematical Concepts Concept Formation Problem Solving Time Correlation Instructional Materials Computer Software Statistical Analysis Qualitative Research Mathematics Achievement Grades (Scholastic) Surveys Blended Learning Powell, Amber Dissertations/Theses - Doctoral Dissertations EISSN- English Flipped instructional approaches are innovative instructional practices that focus on students reviewing the lecture materials outside of class and working on homework problems during class time. A growing body of research highlights the effectiveness of flipped instructional approaches in improving student performance in statistics courses. However, there are many questions unanswered regarding whether and how the flipped class instructional approaches influence student learning. This dissertation examines whether students perform better when learning in a flipped instructional approach over a traditional instructional approach. This study also examines the effect of a flipped instructional approach on student statistical attitudes, mathematical mindsets and learning styles, as these attributes may contribute to student success in statistics. Students' procedural fluency, conceptual understanding and ability to complete real-world problems was also investigated. Furthermore, this dissertation explores the relationship between the amount of time students taught using a flipped instructional approach engage with course materials outside of class and their performance in statistics. Several research instruments were utilized to determine the effect of the instructional approach utilized on student learning. Unlike prior research, this study utilized online software that monitored and recorded the number of minutes that students in the flipped instructional approach engaged with instructional materials. Both quantitative and qualitative analysis techniques were used in this study. The results of this study showed that while there was no significant difference in student performances based upon instructional approaches, students in the flipped instructional section had higher conceptual understanding and procedural fluency on final exam problems over students in the traditional instructional approach. In addition, student attitudes decreased regardless of instructional section. Students with growth mindsets had higher performances than others regardless of instructional section. Finally, the amounts of time that students engaged with videos in the flipped instructional section had a significant effect on their grades, and there was a significant effect with students' attendance on their grades. Survey results revealed that students had mixed feelings about their experiences learning under the flipped instructional approach. Further research is needed in order to validate these results, as this study utilize a small sample size of students not equally represented across cross sections. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580660 A Comparative Study Exploring the Association of Flipped and Traditional Instructional Approaches with Students' Performances, Attitudes, Mathematical Mindsets and Learning Styles in an Introductory Statistics Course ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-0973-7 199 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:10618851 2018 As Provided JAN2020

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No Preschool Education Program Effectiveness Academic Achievement Hypothesis Testing Standardized Tests Scores Reading Achievement Mathematics Achievement Comparative Analysis Grade 3 Harges, Fletcher B. Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Preschool Education Each of the states bordering Mississippi invests large amounts of money in providing children with state-funded pre-k programs in their public schools. However, Mississippi falls behind these states and does not similarly invest in this effort to provide many of its children with the opportunity to attend state-funded pre-k programs. Because school readiness is such a huge concern for instructional leaders of Mississippi schools, there is a need to determine the benefits associated with offering pre-k to all students throughout the state. Therefore, the purpose of this study was to examine the impact pre-k has on the academic achievement of students in Mississippi school districts. Two hypotheses were tested in order to determine if a significant difference existed between pre-k attendees and non-attendees using 2015-2016 MAP test data in reading and math. After conducting an independent samples t test, findings from this study suggested there is a significant difference between the MAP reading and math test scores of 2015-2016 third grade students in Mississippi schools who attended public school pre-k programs and students who did not. Thus, it is important to invest more resources in pre-k in efforts to close the achievement gap between MS and the neighboring 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.] ED580661 The Impact of Pre-Kindergarten Programs on Student Achievement in Mississippi Elementary Schools ProQuest LLC Ph.D. Dissertation, The University of Mississippi 2017-00-00 978-0-3553-0311-7 112 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:10615651 2018 As Provided JAN2020

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No Rural Schools School Districts Program Implementation Response to Intervention Qualitative Research Case Studies Educational Change Semi Structured Interviews Observation Teacher Attitudes Administrator Attitudes Outcomes of Education Integrity Educational Finance Low Income Students School Location Teacher Collaboration Student Needs Individualized Instruction Inclusion Program Effectiveness Leadership Faculty Development Educational Planning Barriers Smith Martin, Cindy Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English In 2013, the Tennessee Board of Education adopted Response to Intervention and mandated that districts begin implementing the framework by the summer of 2014. With only a year to begin the model, no state funds to help with implementation, and limited research on implementing school-wide Response to Intervention in poor rural districts and schools, rural schools were on their own to interpret existing RTI models and adapting them to their unique situations. This study addressed the challenges that a poor rural school had implementing school-wide Response to Intervention. This qualitative single case study drew on the theory of co-construction as the basis for school reform through the Response to Intervention model. The researcher used semi-structured interviews, observations, and document analysis to explore how regular education teachers, special education teachers, interventionists, and administrators involved in implementing the Response to Intervention model perceived the challenges of implementing this school reform effort. Findings revealed the participants believed in the theory behind the Response to Intervention model and that students' receiving intervention benefitted from the intervention, but also perceived the integrity of the RTI model was negatively affected by the lack of funding, staff, and resources available to the poor student population and district. Findings also revealed the rural location affected teachers' beliefs about students' needs and abilities, the opportunity to collaborate and teachers' understanding of differentiated instruction for inclusive core instruction. Participants felt the effectiveness of the Response to Intervention framework could be improved through more leadership involvement, professional development, collaboration efforts, planning time, resources, and a restructured Tier 1. This study has contributed to the relatively small amount of extant research exploring how school-based educators construct and implement the RTI framework. Future research might explore innovative ways for poor rural schools to provide appropriate amounts of professional development for teachers and staff before and during the implementation of Response to 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.] ED580165 One Rural School's School-Wide Implementation of Response to Intervention ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-0804-1 166 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:10637339 2018 As Provided JAN2020

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No Technology Uses in Education Educational Technology Higher Education Barriers Qualitative Research Teacher Attitudes Adoption (Ideas) Time Management Training Guides Brooks, Angela Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education With the rise of technology, many educational organizations are scrambling to find ways to incorporate technology into effective learning strategies. Although there is a significant need to equip curriculum with active learning technology objectives, the challenges that are sometimes overlooked lies within faculty perceived barriers and how they contribute to technology acceptance. The goal of this study is to understand how education technology is utilized in higher education and to investigate the issues that may hinder technology acceptance. Further, the researcher seeks to determine if these barriers may lead to inappropriate use of technology and how the barriers align with previous technology acceptance studies. The study consists of a literature review containing an overview of education technology and how it is currently being used in different areas of education. Secondly, a qualitative study was completed to gather faculty opinions to increase the understanding of associated factors that affect the adoption of technology. The findings reveal that there is a desire to utilize technology by faculty. However, barriers such as time management and lack of training contribute to the reluctance to utilize or use technology in an appropriate manner fully. Lastly, an education technology handbook was created as a reference point for instructors with technology experience at beginning to intermediate 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.] ED580166 The Utilization of Education Technology in Higher Education ProQuest LLC Ed.D. Dissertation, Trident University International 2017-00-00 978-0-3554-2061-6 102 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638133 2018 As Provided JAN2020

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No Case Studies High School Students Music Education Interviews Student Attitudes Parent Attitudes Teacher Attitudes Administrator Attitudes Music Activities Content Analysis Self Efficacy Social Capital Suburban Schools School Culture Womack, Anthony Terence Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools The purpose of this case study was to examine how participation in a school-based instrumental music program contributed to the culture of a suburban high school. The questions guiding the research were: (1) How and why are multiple music programs supported by staff, students, parents and the community at this school? (2) What are the benefits of maintaining a music curriculum at the school? A single-site case study was conducted at Bigrock High School, a suburban public school in an area outside a major Mid-Atlantic city. The case study utilized in-depth interviews of students, parents, teachers, school administrator and members of the community as data sources. A content analysis of these interviews provided insight into perceptions and beliefs that stakeholders have about the value of students performing in musical ensembles at this research site. Three strands of literature helped frame the content analysis, namely self-efficacy, social capital, and the implementation of music schools. Findings from this study can provide useful ideas on how schools with fewer resources can benefit from having a music program at their site. This includes investigating programs that support the arts in and outside of schools. Future research can focus on schools with smaller music programs and investigate ideas on becoming larger. Additionally, future research can be centered on the level of musical influence to children whose parents/guardians also played a musical instrument. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580167 A Case Study of an Instrumental Music Program and Its Influence on the Culture of a School ProQuest LLC Ed.D. Dissertation, Drexel University 2017-00-00 978-0-3553-9101-5 106 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:10637384 2018 As Provided JAN2020

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Yes Phrase Structure English (Second Language) Intonation Second Language Instruction Teaching Methods Drills (Practice) Yurtbasi, Metin Journal Articles Reports - Descriptive ISSN-1300-915X English The three types of stresses namely "word stress," "compound stress" and "phrasal stress" are the key elements to determine the exact means of conveying a specific intent in an utterance. Therefore during perception and production of such meaning-carrying codes, being able to use the right stress pattern is vitally important to establish the intended communication, or the language learning and teaching technique to be followed. This research investigates the learner's ability to perceive, distinguish and produce the meaning differences between words, phrases and compounds during L2 acquisition through various stress patterns. In such contrastive patterns as "HOT dog" (type of food) [compound] vs. "hot DOG" (hot canine) [phrase]" and a "GREEN house" (a building made of glass for growing plants inside) [compound] vs. a "green HOUSE" (a house which is painted green) [phrase] the difference in the stress placement is a clear indication of meaning changes expressed. Compounds have primary stress on the first word and on those following them they have secondary stress. In the compound "GOLF ball," the first word has primary stress and the following the secondary stress. As for phrases, however, their qualified elements i.e. the words second in line are stressed more prominently. Therefore the acquisition of such a distinction in stress patterns in phrases and compounds is very important for learners of English in order to analyze what is said and convey their meaning more precisely in their oral communication. Natives make little mistake in distinguishing between the two because they are consciously familiar with them from their childhood on in their immediate environment. We, as language teachers, can and must help our student to acquire this skill by teaching them special stress paradigms, and allow them to compare minimal pairs using pictures representing a compound word or a phrase and asking them to tell the difference between the two. Students can hear a prerecorded tape with the names of the items, and be asked to indicate which one it is that they've heard. Such words may be marked with capitalized letters in relevant syllables or phonetic transcriptions with suprasegmental features to show relevant stress patterns with primary or secondary stress where necessary. These drills may also include many other activities until we are satisfied of their performances. Thus our students having full consciousness of the meaning-determining feature of stress placement in compounds and phrases are eventually able to understand and convey their intended meaning more clearly. ED580168 Stress Placement on Phrases and Compounds in English Online Submission International Online Journal of Primary Education (IOJPE) v6 n2 p39-46 2017 2017-00-00 8 T 2018 36 As Provided JAN2020

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No Transitional Programs High School Freshmen Mixed Methods Research Interviews Secondary School Teachers Attitude Measures Surveys Program Effectiveness Teacher Attitudes Readiness Student Attitudes Success Parent Attitudes Lizar, Frankie Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools The purpose of this study was to examine teacher, student, and parent perceptions of the high school transition program within a Freshman Academy at one Midwest high school using a mixed-methods approach with a convergent design. Interviews were done with teachers that teach primarily freshman students, and perception surveys were used with teachers, students, and parents to answer the following research questions: a) How do freshman teachers believe the Freshman Academy interventions influence students' successful transition into high school? b) What are staff's perceptions of the Freshman Academy in preparing students for success in high school? c) What are students' perceptions of the Freshman Academy in preparing them for success in high school? and, d) What are parents' perceptions of the Freshman Academy in preparing their students for success in high school? The data was used to determine which supports participants believed were most effective in keeping students on track towards graduation at this Midwest high school. Summary statements focused on the importance of positive relationships between students and adults, and recommendations from the study focus on increased community building and building structures for increased student accountability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580169 The Perception of the Freshman Transition: Taking a Closer Look at the Freshman Academy ProQuest LLC Ed.D. Dissertation, University of Arkansas 2017-00-00 978-0-3554-3353-1 151 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:10638143 2018 As Provided JAN2020

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No Secondary School Teachers Teacher Attitudes Inclusion Autism Pervasive Developmental Disorders Best Practices Student Needs Teaching Experience Teacher Education Academic Accommodations (Disabilities) Teaching Methods Barriers Qualitative Research Semi Structured Interviews Cooperative Learning Scaffolding (Teaching Technique) Classroom Environment Achievement Tests Knowledge Base for Teaching Secondary School Students Simien, Ki Eisha Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education The purpose of this basic qualitative study was to uncover and understand secondary general school educators' experiences and perspectives in readiness in meeting the needs of high functioning autism spectrum disorder (HFASD) learners within the inclusive teaching environment. The research question served as the foundational premise of the research study: What are general secondary educators' experiences regarding individual readiness to implement best practices to meet the individual needs of HFASD learners within the inclusive secondary classrooms? Four subquestions were further developed to guide the researcher in answering the central research question; (a) What are general secondary school educators' experiences in training, if any, for teaching HFASD learners? (b) How do general secondary school educators accommodate the needs of HFASD learners in their inclusive classroom? (c) What are the successful strategies or experiences, if any, the general secondary school educators have in teaching HFASD learners? And (d) What are the barriers/difficulties, if any, general secondary school educators' experienced when teaching HFASD learners in inclusive classrooms? The selected population sample included 11 secondary general education teachers with at least two years of teaching experience with the inclusion of learners with HFASD within their inclusive teaching environments. The implementation of the qualitative study allowed every participant to provide vital information through elaboration of his or her experiences via semi-structured interviews. The coding processes that break apart the data were essential in understanding the constructed meanings of the participants' lived experiences. Many of the general secondary school educators indicated that they successfully accommodated the needs of learners with HFASD by incorporating startegies, such as collaborative learning, scaffolding, and building positive classroom climates. Most of the participants revealed that they learned how to meet the complex needs of HFASD learners through exposure or learning-by-doing experiences. They also identified the barriers and difficulties for accommodating the needs of HFASD learners, which include learner misplacement, state-mandated testing, and lack of training. Although 55% of the participants reported that they are ready to teach HFASD learners within the inclusive teaching environment, a careful review of the data suggests otherwise. Only a small percentage of participants received training for teaching HFASD learners, and many admitted that they are not prepared to meet the needs of HFASD 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.] ED580170 General Secondary Educators' Experiences in Meeting the Needs of Students with High Functioning Autism Spectrum Disorders ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-2054-8 195 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:10637846 2018 As Provided JAN2020

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No Syntax Language Research Phonology Phrase Structure Suprasegmentals Linguistic Theory English Contrastive Linguistics Language Variation Indo European Languages Korean Foreign Countries Speech Communication Park, Dongwoo Dissertations/Theses - Doctoral Dissertations India United Kingdom (Belfast) United Kingdom EISSN- English This dissertation is concerned with how elliptical sentences are generated. To be specific, I investigate when and in what module ellipsis occurs, and what is elided as a result of ellipsis. With regard to the first research question, I propose that XP ellipsis occurs as soon as all the featural requirements of the licensor of XP ellipsis are satisfied during the derivation, rather than in the other modules. An important consequence of this proposal is that the point of XP ellipsis can vary depending on the derivational point where all the featural requirements of the licensor are satisfied in narrow syntax. Concerning the second research question, I suggest that ellipsis is a syntactic operation that eliminates phonological feature matrices of lexical items inside the ellipsis site, preserving the formal feature matrices. Segmental content (i.e. phonological features) is inserted into the phonological feature matrices when lexical items are sent to PF after Spell-out. This insertion does not apply to lexical items whose phonological feature matrices are eliminated, since there is no appropriate venue which segmental content is inserted into. Thus, they are not pronounced. This implies that even though narrow syntax cannot look into the information of the segmental content inside the phonological feature matrices, it can make reference to the phonological feature matrices in lexical items. This proposal is supported by the fact that elements whose phonological feature matrices have been eliminated can take part in further formal operations that occur after ellipsis, since they still contain formal features. However, unlike the other lexical items, elided interrogative wh-phrases do not seem to participate in formal operation occurring after ellipsis. In order to resolve this puzzle, I suggest a prosodic requirement questions must obey, adopting and modifying Richards' (2016) Contiguity Theory. Standard English copular phrase ellipsis is mainly used to develop the present theory of ellipsis. Cross-linguistic evidence from Indian Vernacular English, Belfast English, Korean, Farsi, British English, and Dutch data is also provided to argue that the present theory of ellipsis is not restricted to English. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580662 When Does Ellipsis Occur, and What Is Elided? ProQuest LLC Ph.D. Dissertation, University of Maryland, College Park 2017-00-00 978-0-3553-0312-4 279 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:10615657 2018 As Provided JAN2020

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No Benchmarking Elementary School Students Grade 3 Reading Achievement Reading Tests Scores Language Arts Mixed Methods Research Harrington, Shanika Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Elementary Education The purpose of this research study was to evaluate the impact of the district's use of the Fountas and Pinnell Benchmark Assessment System on 3rd grade students' reading achievement as measured by the SC READY ELA test. Educators are increasingly using assessment data in determining students' knowledge and progress. Brady, 2011 stated that remediation and early intervention can reduce the incidence of reading failure. Overall findings of this study could have implications on the district's administration, school and classroom instructional decisions, and student success on the SC READY ELA test. A convergent mixed methods design was used to conduct research for this study. The quantitative data was collected through the Fountas and Pinnell Benchmark Assessment System scores from the 2015-16 school year and the 2016 SC READY ELA 3rd grade test scores. The qualitative data was collected using a researcher created survey for the district's 3rd grade teachers and a focus group of teachers that had administered the Fountas and Pinnell Benchmark Assessment System during the 2015-16 school year, from each of the district's four attendance areas. Descriptive data of the Fountas and Pinnell Benchmark Assessment System showed that overall student performance improved throughout the school year. It cannot be determined that the Fountas and Pinnell Benchmark Assessment has an impact on the 3rd grade SC READY ELA test. While additional research is necessary to determine an impact, these preliminary findings suggest a positive direction for the future. Expanding our knowledge on this topic will have a direct impact on reading 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.] ED580663 The Impact of the Fountas and Pinnell Benchmark Assessment System on Third Grade South Carolina Ready English Language Arts Scores ProQuest LLC Ed.D. Dissertation, Wingate University 2017-00-00 978-0-3553-4961-0 113 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:10615845 2018 As Provided JAN2020

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No Foreign Countries Achievement Tests International Assessment Secondary School Students Educational Development Educational Policy Data Collection Reading Mathematics Sciences Well Being Socioeconomic Status Questionnaires Metadata Reports - Descriptive Program for International Student Assessment ISSN- Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education The PISA for Development brief series is a set of concise monthly education policy-oriented notes published by the OECD which are designed to describe a specific PISA for Development topic. In this brief, the role of PISA-D to assesses students' skills and knowledge in three cognitive domains--reading, mathematics and science--and collection of data on contextual factors, such as students' well-being, socio-economic status and learning time, through questionnaires distributed to students, teachers and schools is discussed. ED580865 PISA for Development System-Level Data. PISA for Development Brief 18 OECD Publishing 2017-10-00 2 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://www.oecd.org/pisa/aboutpisa/18%20-%20PISA-D%20system%20level%20data.pdf 2018 1 ERIC JAN2020

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Yes Foreign Countries Institutes (Training Programs) Case Studies Power Structure Academic Freedom Personnel Selection Educational Finance Financial Support Reputation Universities Intellectual Freedom Accountability College Instruction Laws Outsourcing Contracts Chinese Second Language Instruction Asian Culture Cultural Education Educational Administration Administrative Organization Peterson, Rachelle Reports - Research China New York New Jersey National Association of Scholars (NAS) English Higher Education Since 2004, the Chinese government has planted Confucius Institutes that offer Chinese language and culture courses at colleges and universities around the world--including more than 100 in the United States. These Institutes avoid Chinese political history and human rights abuses, portray Taiwan and Tibet as undisputed territories of China, and educate a generation of American students to know nothing more of China than the regime's official history. This is a study of the 12 Confucius Institutes in New York and New Jersey. It examines China's soft power influence through American higher education, and reveals new data on China's funding, hiring, and academic freedom policies. ED580866 Outsourced to China: Confucius Institutes and Soft Power in American Higher Education. A Report by the National Association of Scholars National Association of Scholars 2017-04-00 Arthur N. Rupe Foundation Bodman Foundation 978-0-9986635-1-7 185 National Association of Scholars. 221 Witherspoon Street 2nd Floor, Princeton, NJ 08542-3215. Tel: 609-683-7878; e-mail: nasonweb@nas.org; Web site: http://www.nas.org/ N/A 2018 0 As Provided JAN2020

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No Educational Indicators Foreign Countries Graduation Rate Higher Education Expenditures Expenditure per Student Enrollment Rate Employment Level Unemployment Class Size Time Faculty Workload Gender Differences Vocational Education Educational Trends Trend Analysis Educational Attainment Adults Secondary Education Postsecondary Education Sustainable Development Parent Background Educational Finance Student Costs Paying for College Financial Support Educational Resources Resource Allocation Access to Education Student Participation Early Childhood Education Comparative Education Study Abroad Educational Environment Time Factors (Learning) Teacher Student Ratio Compensation (Remuneration) Teacher Salaries Teacher Characteristics School Administration Educational Practices Labor Market Statistical Analysis Foreign Students Adult Education Elementary Education Books Numerical/Quantitative Data Reports - Evaluative Europe South America North America Australia Asia New Zealand ISSN-1563-051X Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI) English Higher Education "Education at a Glance: OECD Indicators" is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, "Education at a Glance 2017" provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools. The 2017 edition presents a new focus on fields of study, investigating both trends in enrolment at upper secondary and tertiary level, student mobility, and labour market outcomes of the qualifications obtained in these fields. The publication also introduces for the first time a full chapter dedicated to the Sustainable Development Goals, providing an assessment of where OECD and partner countries stand on their way to meeting the SDG targets. Finally, two new indicators are developed and analysed in the context of participation and progress in education: an indicator on the completion rate of upper secondary students and an indicator on admission processes to higher education. The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia, and South Africa). The Excel™ spreadsheets used to create the tables and charts in "Education at a Glance" are available via the StatLinks provided throughout the publication. [For "Education at a Glance 2016: OECD Indicators," see ED569139.] ED580867 Education at a Glance 2017: OECD Indicators OECD Publishing 2017-09-12 978-92-64-27976-6 456 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/eag-2017-en 2018 As Provided JAN2020

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No Qualitative Research Correlation Faculty Development Age Differences Gender Differences Teaching Experience Technology Integration Handheld Devices Telecommunications Educational Technology Technology Uses in Education Pedagogical Content Knowledge Technological Literacy Program Effectiveness Elementary School Teachers Teacher Surveys Statistical Analysis Scores Mallernee, Nora Dissertations/Theses - Doctoral Dissertations California EISSN- English Elementary Education This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience on the successful integration of iPads into classroom literacy education among K-6 students. The study uses the teachers' Technological Pedagogical Content Knowledge (TPACK) scores to measure the successful integration of the iPads. Much research has been completed exploring the implementation of various technologies into the classroom. With the advent of the iPad in 2010, and Apple Inc.'s eagerness to include their product in the classroom, it was inevitable that mobile tablet technology would be added to the public school classroom. The researcher chose to study K-6 teachers at three elementary schools in the Coachella Valley Unified School District (CVUSD). The CVUSD implemented a 1:1 iPad integration program throughout in 2012, providing an iPad for every student at every grade level in the district. CVUSD was the first district in the United States to implement such a program. The K-6 teacher population was narrowed to teachers who teach age-appropriate literacy skills regularly in the classroom, removing Art, Music, Physical Education, and English Language Learner (ELL) instructors from the population. The repeatedly validated instrument, The Survey of Preservice Teachers' Knowledge of Teaching and Technology, was used to find the TPACK of the teachers in the final sample. This instrument has been repeatedly validated for both pre- and in-service teachers. The scores were analyzed using the Pearson's ? correlation coefficient to discover whether or not there was a significant positive or negative correlation between the TPACK score and its subdomains and the amount of specialized professional development, the age, the gender, and the years of teaching experience of the teacher. Using the Spearman's ? and the Two-Tailed test to cross-check the results, the researcher found no significant positive or negative correlation between the teachers' TPACK scores and the studied variables. One research and one practical recommendation have been suggested by the researchers. A follow-up study using a school or district that has not instituted a 1:1 iPad program wherein the research team would implement a program and follow the progress of the program for 1 to 3 years and improving professional development programs to include detailed and immersive modules for integrating technology into the classroom and into the lessons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580664 Exploring the Use of iPads for Literacy Instruction in the 1:1 K-6 Classroom ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-6465-8 146 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:10639002 2018 As Provided JAN2020

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No Principals Teacher Evaluation Administrator Attitudes Qualitative Research Beliefs Knowledge Level Change Strategies Context Effect Elementary Secondary Education Interviews Grounded Theory Stress Variables Time Management Schemata (Cognition) Gleissner, Kirsten E. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education In recent years, interest has grown among legislators and educators regarding the use of teacher evaluation as a leverage point for increasing the effectiveness of instruction in schools. Though there is an existing body of knowledge around the attitudes and beliefs held by teachers about their own evaluation experiences, very little information exists about teacher evaluation from the perspective of the site administrator. The purpose of this qualitative study was to examine the mental models (beliefs, attitudes, assumptions, and knowledge) held by school principals regarding a new teacher evaluation system. The questions guiding the study were 1) What mental models (beliefs, assumptions, attitudes, and knowledge) do principals hold about the role of teacher evaluation as a vehicle for change in schools; and, 2) Do different school contexts (elementary, middle, and high school) influence the mental models that site administrators hold relative to teacher evaluation? Sixteen principals were interviewed during the fall of 2016 regarding their perceptions of a new teacher evaluation system. The interviews were examined using a constructivist grounded theory methodology. Results of the analysis revealed three major themes with subthemes: 1) Tension: The Importance of Doing Teacher Evaluation and Feeling Overloaded and Overwhelmed, 2) Desperately Trying to Figure It Out: It's a Catch-22 System and Getting a Handle on Time Management, and 3) Glimpses of Resolution. Findings in this study indicated that principals' mental models play a significant role in the change process as related to school 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.] ED580665 Mental Models Held by School Principals Regarding a New System of Evaluating Teachers ProQuest LLC Ph.D. Dissertation, University of Nevada, Reno 2017-00-00 978-0-3552-6331-2 134 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:10616019 2018 As Provided JAN2020

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No Family Influence Predictor Variables Adolescent Attitudes African Americans Family Violence Dating (Social) Attitude Measures Questionnaires Interpersonal Communication Nonverbal Communication Verbal Communication Aggression Clarke-Williams, Cassandra Dissertations/Theses - Doctoral Dissertations EISSN- English Teen dating violence is more prevalent among African Americans than any other racial group in the United States leading to serious health consequences for victims. However, limited data exists on how African American adolescents' attitudes and perceptions regarding dating violence are formed, and whether they are influenced by family members. The purpose of this nonexperimental correlational study was to determine whether nonverbal or verbal communication from family members predicted adolescents' attitudes and perceptions toward dating violence. Survey data from 84 African American men and women ages 18 to 24 were collected using the Normative Beliefs About Aggression Scale, the Acceptance of Couple Violence Scale, the Revised Family Communication Patterns Questionnaire, and a demographic questionnaire. Although past studies have shown that communication related to dating violence is important because it is essential to adolescents understanding and finding ways of coping with violence, this study could not confirm that conversation orientation, conformity orientation, discussion of dating violence, conversation types, facial expressions, hand gestures, and direct verbal communication were significant predictors of approval of aggression. In future research, conducting a mixed methods study or using a larger age range could provide more understanding about adolescents' attitudes and perceptions related to dating violence. Additionally, research on behaviors outside of the modes of communication measured in this study, is warranted. This study contributes to social change by helping to fill a gap in the research literature pertaining to African American teen dating violence and attitudes toward approval of aggression. Future researchers can use the results of this study to help formulate new research on this 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.] ED579130 Familial Factors Predicting Attitudes toward Domestic Violence in African American Adolescents ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3552-2942-4 142 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:10623675 2018 As Provided JAN2020

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No Scientific Literacy Science Instruction Females Qualitative Research Case Studies Curriculum Implementation Student Participation Class Activities STEM Education Science Careers Access to Education Equal Education Youth Hispanic American Students Minority Group Students Critical Theory Olivares Pasillas, Maria Concepción Dissertations/Theses - Doctoral Dissertations EISSN- English The national imperative to increase the presence of women and people of color in science, technology, engineering, and mathematics (STEM) coupled with the growing presence of Latinos in the United States has led to the dramatic rise of programs and initiatives aimed at improving access to and equity in STEM careers and education for Latino youth. Through the use of critical social theory and critical theory of education as guiding frameworks, the dissertation examines an instantiation of STEM reform efforts to analyze the classroom participation structure that emerged in a piloted introduction to data science course at a local high school in one of the largest school districts in the country. The study is particularly concerned with identifying emergent classroom norms and practices, and understanding whether and how they came to support and/or hinder students' opportunities to learn richly with data through an analysis of the development of student learning identities. This qualitative case study draws on audio-recorded student interviews, video-recorded classroom observations, and field notes collected during the second year of the curriculum's implementation. To identify classroom norms and practices as they relate to the development of student identities as data science doers, the study examines the classroom participation structure (Cobb and Hodge, 2002) and employs Cobb, Gresalfi, and Hodge's (2009) interpretive scheme for analyzing the development of mathematical student identity (also see Cobb & Hodge, 2010). While the multiperspectival approach of this study will provide innovatively insightful contributions to a number of fields including education, cultural studies, data and computer science, the study will also push how educators, learning science researchers, curriculum writers, and policymakers think about the pursuit of equity in STEM education in general and data science-oriented programs and initiatives in particular as they relate to STEM reform 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.] ED579131 Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in An Introduction to Data Science Course ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3553-1579-0 262 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:10624885 2018 As Provided JAN2020

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No Student Participation Mathematics Instruction Academic Achievement Middle School Students Advanced Courses Acceleration (Education) Statistical Analysis Comparative Analysis Reading Achievement Grade 5 Grade 6 Grade 7 Grade 8 Mathematics Achievement Pond, Jeff G. Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of this quantitative causal comparative study was to determine whether significant differences existed in the reading and math achievement of students in accelerated math classes, as compared to those who were not in accelerated math classes. Existing data were gathered from a selected school focusing on student performances in reading and math for two groups of fifth through eighth graders; students enrolled in advanced mathematics courses were compared to those who were in age-appropriate mathematics courses. The overall effect of accelerated math programs did not affect performance in standard level reading classes. Standard level reading scores were only affected by acceleration in math over time when independent variables, such as different student groups, grade levels, times, and demographics, were factored in. When testing math scores, after acceleration students were found to function optimally on accelerated math program level and scored satisfactory on the accelerated level. Significant statistical differences were recorded when independent variables, such as different student groups, grade levels, times, demographics, and more specifically ethnic background, were factored into the measurement 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.] ED580666 The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-6747-5 116 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:10639075 2018 As Provided JAN2020

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No Oral Language Feedback (Response) Undergraduate Students Quasiexperimental Design Pretests Posttests Formative Evaluation State Universities Qualitative Research Control Groups Experimental Groups Comparative Analysis Measures (Individuals) Classroom Techniques Communities of Practice Student Attitudes Statistical Analysis Boyles, Jennifer L. Dissertations/Theses - Doctoral Dissertations Florida EISSN- English Higher Education The ongoing trend in research regarding feedback has been to explore quantitative assessment. Garnering support more recently is qualitative narrative feedback in support of formative assessment. This type of feedback offers insight into expectations as well as offer additional knowledge gained. It enables students to improve their performance with its timeliness and clarity. Research in the area of oral feedback for college students as a more effective formative assessment and tool for learning is needed. This study examined the effects of oral feedback on the students in four undergraduate courses at a public university in Florida. 68 students were recruited to consent to participate. A quasi-experimental, nonequivalent control groups, pretest/posttest factorial design was planned but a Mann Whitney U-test was ultimately employed due to a failed assumption. Data collected from the Classroom Community Scale was evaluated using Mann Whitney u-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.] ED580667 The Effect of Oral Feedback on Perceived Classroom Community in Undergraduate Students ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4684-1 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:10616062 2018 As Provided JAN2020

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No Music Intonation Dialects Linguistic Theory Suprasegmentals Foreign Countries Phonology Comparative Analysis Statistical Analysis Language Rhythm Correlation Syllables Phrase Structure Models Chinese Language Research Lu, Lu Dissertations/Theses - Doctoral Dissertations China (Shanghai) EISSN- English This dissertation examines the interface between music and language in "Huju", which is a Shanghai dialect based regional opera. Chapter I is a short introduction. Chapter II presents a thorough review of the studies on linguistic tone and music tune, and provides descriptive background information about "Huju" and Shanghai dialect. Chapter III introduces the theory of prosodic phonology and its related studies on Shanghai dialect. Chapter IV presents a quantitative research on the mapping conditions via comparing the music melody and linguistic tone in "Huju" within the prosodic domains. Chapter V presents the linguistic Optimality Theory(OT) analysis to study about the music structure in "Huju" based on the Generative Theory of Tonal Music (GTTM). Chapter VI summarizes the findings and conclusions. This dissertation tries to solve the following questions: 1) Does music follow melody in tonal language or is there a mismatch between them? 2) If there is a mismatch between music and language, what causes such mismatch and how are music still be understood, and 3) What interface area can be studied between music and language? "Huju", as a dialectal opera with moderate tonal system of five tones, is the research subject. For the quantitative study, a metric, including melodic, syllabic and tonal tiers with tone-melody matching rules within prosodic units has been proposed. After analyzing through different prosodic domains, including Prosodic Word(PW), Clitic Group(CG), Phonological Phrase(PPh), Intonational Phrase(IP) and Foot(Ft), the results suggest that there is a high correspondence between music melody and language tone in "Huju", and the fewer tones a language has, there tends to be fewer possibilities to link tone and music melody. The OT analysis provides the comparison on the innate structure between music and language, and suggests that music resembles language from innate structure in certain ways with constraints. A discussion about the well-formedness and preference rule in music and language is also provided. This dissertation provides a new model of studying the tone-tune relationship in tonal language, and moreover, it is may fill in the gap in the interface studies between music and language in Chinese 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.] ED579132 The Interface between Language and Music in Huju: Tone-Tune Relationship ProQuest LLC Ph.D. Dissertation, The University of Wisconsin - Madison 2017-00-00 978-0-3552-2909-7 240 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623712 2018 As Provided JAN2020

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No Computer Science Education Intelligent Tutoring Systems Teaching Methods Units of Study Instructional Effectiveness Sequential Approach Educational Strategies Green, Nicholas Dissertations/Theses - Doctoral Dissertations EISSN- English Worked-out examples are a common teaching strategy that aids learners in understanding concepts by use of step-by-step instruction. Literature has shown that they can be extremely beneficial, with a large body of material showing they can provide benefits over regular problem solving alone. This research looks into the viability of using this teaching strategy in an intelligent tutoring system specificity designed for the computer science domain. Here, we detail the developed tutoring system, ChiQat-Tutor, which is designed with scalability and experimentation at its core. The system is described demonstrating its powerful architecture that gives the flexibility to analyse different teaching strategies. From the developed tutoring system, we focus on investigating the value in using the worked-out example teaching strategy in the system. Our investigation looks at human-human tutorial dialogues, and an implemented worked-out example module in ChiQat-Tutor for the linked list lesson. Multiple version of the worked-out example strategy is evaluated, with log data collected for each experimentation session that chronicles user behaviour. Various worked-out example based features are then identified that may be of used in such a system that could enhance student learning. We present a pipeline that may increase the effectiveness of an ITS that uses some of the example based features. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579133 Example Based Pedagogical Strategies in a Computer Science Intelligent Tutoring System ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7709-1 170 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:10644473 2018 As Provided JAN2020

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Yes Virtual Classrooms Learning Activities Individualized Instruction Computer Simulation Theories Logical Thinking Electronic Learning Mohamed, Fahim Abdeslam, Jakimi Lahcen, El Bermi Speeches/Meeting Papers Reports - Descriptive English Virtual Environments for Training (VET) are useful tools for visualization, discovery as well as for training. VETs are based on virtual reality technique to put learners in training situations that emulate genuine situations. VETs have proven to be advantageous in putting learners into varied training situations to acquire knowledge and competencies, especially when these situations are taking place in uncontrolled circumstances, or when they are dangerous, unrealizable, or expensive to establish in reality. However individual learners find it difficult to select suitable activities for their particular situations because there is no personalized service to respond to the user needs. The solution is to generate learning activities based on learner's profile. Yet, a learner's profile may contain uncertain data (such as the desired level of difficulty, etc). This paper presents an attempt to introduce the concepts of fuzzy set theory the design of an online educational module. Such a module can deal with uncertainties in the knowledge acquisition, representation and decision making. The fuzzy logic principles are used to create the learner profile and to provide the appropriate learning activities to each learner according to his/her profile. [For the complete proceedings, see ED579335.] ED579380 Personalization of Learning Activities within a Virtual Environment for Training Based on Fuzzy Logic Theory International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 11 As Provided JAN2020

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Yes Cultural Awareness Engineering Education Case Studies Foreign Countries International Cooperation Course Descriptions Computer Simulation Computer Mediated Communication Intercultural Communication Feedback (Response) Universities Student Attitudes Course Content Computer Software Teaching Methods College Students Teamwork Wang, Rui Rechl, Friederike Bigontina, Sonja Fang, Dianjun Günthner, Willibald A. Fottner, Johannes Reports - Research Speeches/Meeting Papers Germany China English Higher Education In order to enhance the intercultural competence of engineering students, an international collaborative course in intralogistics education was initiated and realized between the Technical University of Munich in Germany and the Tongji University in China. In this course, students worked in global virtual teams (GVTs) and solved a concrete case study in the field of intralogistics in a virtual setting via modern communication tools. This paper introduced the course in detail and reported lessons learned from conducting the course and student feedback. The findings of this study suggested that teaching using GVT-based virtual exchange is effective in improving intercultural competence of engineering students. [For the complete proceedings, see ED579335.] ED579381 Enhancing Intercultural Competence of Engineering Students via GVT (Global Virtual Teams)-Based Virtual Exchanges: An International Collaborative Course in Intralogistics Education International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 10 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 27 As Provided JAN2020

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Yes Telecommunications Handheld Devices Educational Technology Technology Uses in Education Integrated Learning Systems Internet Information Management Higher Education College Faculty College Students Information Dissemination Teaching Methods Shared Resources and Services Makarchuk, Tatyana Speeches/Meeting Papers Reports - Descriptive English Higher Education Spreading of interactive applications for mobile devices became one of the trends of IT development in 2015-2017. In higher education mobile applications are being used to advance the productivity of professors and students, which raises the overall quality of education. In the article SkyDrive, GoogleDisk mobile applications' features for group academic activities with the help of mobile devices are described. Integration technology of cloud services and education management system is described. The article includes an example of educational content management system building in frames of master's semester (September-December 2016). [For the complete proceedings, see ED579335.] ED579382 Mobile Learning on the Basis of the Cloud Services International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 11 As Provided JAN2020

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No Elementary School Students Intermediate Grades Student Motivation Interviews Instructional Program Divisions Gender Differences Comparative Analysis Intellectual Disciplines Reading Mathematics Social Studies Sciences Correlation Academic Achievement Statistical Analysis Gerstner, Gary M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory (CAIMI) and from three in-depth elementary school teacher interviews. The study sought to answer the following questions: Is there a difference in student intrinsic motivation levels based on grade level? Do elementary school males and females differ in his or her intrinsic motivation in Grades 4-6? Is there a difference in intrinsic motivation within the subject areas of reading, math, social studies and science? Is there a correlation between a child's intrinsic motivation level and his or her academic performance? What are examples of things that teachers do to promote intrinsic motivation in his or her students, and to what extent are they implemented? The findings of this study indicate that there is not a significant difference with the intrinsic motivation between the grade levels or between the genders. A student's intrinsic motivation within the subject areas of reading, math, and social studies was relatively the same, however, there was a significant statistical difference in science. There was a correlation between a student's intrinsic motivation level and his or her academic achievement in science. Lastly, based upon the data collected and the teachers' interviews, four recommendations on how to foster intrinsic motivation in students in Grades 4-6 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.] ED579134 Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six ProQuest LLC Ed.D. Dissertation, Concordia University Irvine 2017-00-00 978-0-3552-3334-6 114 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:10623921 2018 As Provided JAN2020

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No Educational Environment Individualized Instruction Teacher Student Relationship Secondary School Teachers High School Students Principals Observation Interviews Conferences (Gatherings) Skill Development College Readiness Career Readiness Rutledge, Julia Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Students who are considered "college- and career-ready" possess both the academic content knowledge and the 21st century skills, or "noncognitive skills," esteemed by today's higher education institutions and global workforce. And while some K-12 schools have recently embraced pedagogies such as personalized learning that nurture noncognitive skills (Stecher & Hamilton, 2014), conventional assessment measures still do not include separate metrics for these skills: There is a mismatch between what is taught, what is measured, and what is valued. As a result, education researchers are calling for investigations into noncognitive skills measurement practices (Duckworth & Yeager, 2014; Pellegrino & Hilton, 2012). However, these calls do not underscore the effect of the learning environment. Because personalized learning environments claim to prioritize noncognitive skills development (Rickabaugh, 2016), they may be prime places to analyze contextualized measurement practices. This study focuses on three measurement practices (information capture, storage, and utilization) of three noncognitive skills (mindset, self-regulation, and grit) to pursue the research question: How do personalized learning environments measure students' noncognitive skills development? Data was collected from three Midwestern high school personalized learning environments via classroom observations and interviews with principals, teachers, and students. Results reveal a connection between the learning environment's design and its measurement practices. This connection shapes how personalized learning program structures, like interest-based design, lead to specific practices, including student-teacher conferences and long-term projects, that build outcomes of strong student-teacher relationships. Teachers use these relationships as a tool to measure noncognitive 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.] ED579135 Measuring What Matters: How Noncognitive Skills Are Captured, Stored, and Utilized in Personalized Learning Environments ProQuest LLC Ph.D. Dissertation, The University of Wisconsin - Madison 2017-00-00 978-0-3552-1597-7 224 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10622852 2018 As Provided JAN2020

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Yes Distance Education Educational Technology Technology Uses in Education Online Courses Enrollment Trends Course Selection (Students) Public Colleges On Campus Students Private Colleges Proprietary Schools Databases Undergraduate Students Graduate Students Allen, I. Elaine Seaman, Jeff Reports - Research Babson Survey Research Group e-Literate WCET (WICHE Cooperative for Educational Technologies) English Higher Education This study takes a detailed look at the trends and patterns of distance education enrollments among U.S. degree-granting higher education institutions. Distance education continued its pattern of growth for yet another year. Fall 2015 saw more than 6 million students taking at least one distance course, having increased by 3.9% over the previous year. This growth rate was higher than seen in either of the two previous years. In higher education, 29.7% of all students are taking at least one distance course. The total distance enrollments are composed of 14.3% of students (2,902,756) taking exclusively distance courses and 15.4% (3,119,349) who are taking a combination of distance and non-distance courses. The vast majority (4,999,112, or 83.0%) of distance students are studying at the undergraduate level. Public institutions continue to educate the largest proportion of distance students (4,080,565, or 67.8%), while private non-profit institutions passed the private for-profit sector for the first time. Year-to-year changes in distance enrollments have been very uneven, with continued steady growth for the public sector, greater levels of growth (albeit on a much smaller base) for the private non-profit sector, and continuation of the decline in total enrollments for the private for-profit sector for the third year in a row. The large-scale trends show the growing importance of the private non-profits as a key player in providing distance education. The top-level trends, however, do mask the wide variety of changes happening across all of higher education. Even though each of the three sectors grew at a different rate, the proportion of institutions within each sector reporting increases was very similar; two-thirds of the members of each sector reported more distance enrollments in 2015 than 2014. The large-scale declines in enrollments in the for-profit sector were driven by substantial decreases among a few of the largest institutions, not by an overall decline among most for-profit institutions. Distance education enrollments remain highly concentrated in a relatively small number of institutions. Almost half of the distance education students are concentrated in just five percent of the institutions, while the top 47 institutions, only 1.0% of the total, enroll 23.0% (1,385,307) of all distance students. The total number of students studying on campus (those not taking any distance course or taking a combination of distance and non-distance courses) dropped by almost one million (931,317) between 2012 and 2015. The largest declines came at for-profit institutions, which saw a 31.4% drop, followed by 2-year public institutions, which saw a 10.4% decrease. The picture of change in distance enrollments is composed of a relatively few institutions having large gains or large losses, with most institutions showing modest changes in either direction. Among those institutions showing large gains, Southern New Hampshire University (a private non-profit) led the list with an increase of just under 400% between 2012 and 2015, growing by 45,085 students (from 11,286 to 56,371). Four other institutions grew their distance enrollments by more than 10,000 students during this period (Western Governors University, Brigham Young University-Idaho, University of Central Florida, and Grand Canyon University). The largest drops were recorded by the University of Phoenix and Ashford University, two for-profit institutions. ED580868 Digital Compass Learning: Distance Education Enrollment Report 2017 Babson Survey Research Group 2017-05-00 Pearson Online Learning Consortium (OLC) Tyton Partners 39 Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457. Tel: 909-278-7389; Web site: http://www.babson.edu/Academics/centers/blank-center/global-research/Pages/babson-survey-research-group.aspx N/A 2018 0 ERIC JAN2020

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No Computers Artificial Intelligence Surveys Reading Skills Literacy Numeracy Mathematics Skills Problem Solving Job Skills Robotics Elliott, Stuart W. Reports - Descriptive ISSN-2076-9660 Organisation for Economic Cooperation and Development (OECD) (France), Centre for Educational Research and Innovation (CERI) English Computer scientists are working on reproducing all human skills using artificial intelligence, machine learning and robotics. Unsurprisingly then, many people worry that these advances will dramatically change work skills in the years ahead and perhaps leave many workers unemployable. This report develops a new approach to understanding these computer capabilities by using a test based on the OECD's Survey of Adult Skills (PIAAC) to compare computers with human workers. The test assesses three skills that are widely used at work and are an important focus of education: literacy, numeracy and problem solving with computers. Most workers in OECD countries use the three skills every day. However, computers are close to reproducing these skills at the proficiency level of most adults in the workforce. Only 13% of workers now use these skills on a daily basis with a proficiency that is clearly higher than computers. The findings raise troubling questions about whether most workers will be able to acquire the skills they need as these new computer capabilities are increasingly used over the next few decades. To answer those questions, the report's approach could be extended across the full range of work skills. We need to know how computers and people compare across all skills to develop successful policies for work and education for the future. ED580869 Computers and the Future of Skill Demand. Educational Research and Innovation Series OECD Publishing 2017-10-27 978-9-2642-8438-8 108 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/9789264284395-en 2018 As Provided JAN2020

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No Homosexuality Educational Change College Students Church Related Colleges Catholics Organizational Change Ethnography Change Agents Jacobson, Seth A. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Extant scholarship and theory tends to overlook and mis-theorize the role that marginal actors play in organizational change and development. Therefore, this study employed and centered a multidimensional concept of marginality in an in-depth exploration of a specific organizational change and development context: a Roman Catholic College advancing LGBTQ-friendly change. An ethnographic research design employed over the course of 6 months revealed that one's marginal positionality--in relation to conditions of Invisibility, Resource Neglect, and Obedience--impacts whether and how actors advance LGBTQ-friendly change. Specifically, marginality was found to impact whether and how actors advance change through "Being Out, Educating and Speaking Out," and through an approach referred to in this study as "Felix Culpa." Additionally, an actors marginal positionality was found to impact 3 Levels of Connection (LoCs) to LGBTQ-friendly change at Catholic College: No Connection; an Empathetic and Galvanizing Connection; and a Structural and Intersectional Understanding (of LGBTQ-friendly change). A synthesis and theoretically sensitized interpretation of the findings revealed that--through their unique capacity to draw upon, strengthen, and nourish "Legitimate Alternative Structural Configurations" or LASCs, marginal actors have been critical to LGBTQ-friendly change at Catholic College, and are, more broadly, instrumental in both formal and cultural change within 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.] ED579927 Marginal Matters: Exploring the Advancement of LGBTQ-Friendly Changes at a Catholic College in the United States ProQuest LLC Ph.D. Dissertation, Drexel University 2017-00-00 978-0-3553-5672-4 242 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:10623467 2018 As Provided JAN2020

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No Video Games Educational Games Writing Instruction Writing Achievement Motivation Statistical Analysis Pretests Posttests Control Groups Acceleration (Education) Constructivism (Learning) Simulated Environment Self Determination Writing Tests Scoring Rubrics Comparative Analysis College Students Lee, Michael C. Dissertations/Theses - Doctoral Dissertations Illinois EISSN- English Postsecondary Education The purpose of this quantitative experimental posttest-only control group research study was to determine the degree to which differences exist in outcomes between students using a video game-based instruction and students using a traditional non-video game-based instruction in accelerated degree program courses at a 4-year university in Illinois as measured by rubric and inventory scores. "Good" video games achieve three constructivist principles: (a) enhancing motivation through construction of meaning as a goal, (b) providing challenge and freedom through a low-threshold, high-ceiling activity, and (c) providing in-depth learning through a simulation environment. Self-determination theory notes that motivation is the result of a desire for competence, autonomy, and relatedness. This quantitative study asked: What differences exist in cognitive level and quality writing assessment rubric scores and activity feeling states scale scores of students receiving supplemental video game-based instruction and those students receiving only traditional non-video game-based instruction in an accelerated degree program course at a 4-year university in Illinois? Writing achievement and motivation level scores were collected from a random sample of 42 students enrolled within an accelerated degree program, and results were analyzed using a one-way analysis of variance. Results showed no significant difference in writing achievement (p = 0.259) and no significant difference in motivation levels (p = 0.133) between participants who received supplemental video game-based instruction and those participants who received only traditional non-video game-based 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.] ED579928 Effects of Video Game-Based Instruction on Writing Achievement and Motivation in Postsecondary Accelerated Degree Programs ProQuest LLC Ph.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3552-5408-2 219 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10624801 2018 As Provided JAN2020

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No Elementary School Students Case Studies Social Theories English Language Learners Teacher Role Language Proficiency Limited English Speaking Student Needs Observation Interviews Documentation Administrators Elementary School Teachers Language Teachers English (Second Language) Intervention Cowdrick, Kara E. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Using the sociocultural theoretical framework of activity theory, this intrinsic case study sought to investigate how administrators, mainstream teachers, and English to speakers of other languages (ESOL) teachers in one school support newcomers' English language proficiency growth. Newcomers are English learners (ELs) who moved to the United States within the past year and have no or extremely limited English language proficiency. It is critical to understand how schools support upper-elementary newcomers' English language proficiency growth because more newcomers are entering United States classrooms now than in the past (Trickett et al., 2012) and recent legislation emphasizes upper-elementary ELs' language proficiency growth for accountability measures. This study seeks to illustrate how newcomers are supported and add to the current void in research related to upper-elementary newcomers' education. This single-bound intrinsic case study used Stake's (2005) case study methodology recommendations. After a three-phase research site selection process, the researcher collected and holistically analyzed three sources of data: observations, interviews, and documents. Participants included three administrators, four mainstream classroom teachers, and two ESOL teachers. The case study's data analysis thoroughly portrayed how each component of the school's activity system connected to supporting upper-elementary newcomers' English language proficiency growth. Findings illustrated the intricacies of each component of the school's activity system: rules, division of labor, community, and tools. They also revealed that multiple primary and secondary contradictions exist within the activity system. Conclusions included the school's activity system is multifaceted and interconnected, explicit assessment rules strongly impact the activity system, and educators are using research-based pedagogy despite challenges. Furthermore, there is a need for transformation due to the contradictions that exist within the activity system. Recommendations for future study include: (a) to include more or different participants at the same school, (b) replicate the study in a middle school or high school environment, (c) conduct other studies using other qualitative methodologies to gain a better understanding of a specific component of the school's activity system, and (d) engage in a multi-case analysis to shed light on third and fourth generation contradictions of the activity 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.] ED580668 A School's Activity System of Supporting Upper-Elementary Newcomers' English Language Proficiency Growth ProQuest LLC D.Phil. Dissertation, Mercer University 2018-00-00 978-0-3554-9325-2 311 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:10637976 2018 As Provided JAN2020

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No Student Projects Student Research Science Instruction STEM Education Science Teachers Secondary School Teachers Secondary School Science Pedagogical Content Knowledge Teaching Methods Workshops Active Learning Pretests Posttests Faculty Development Scientific Research Summer Programs Kararo, Alex T. Dissertations/Theses - Doctoral Dissertations Indiana EISSN- English Secondary Education There have been calls by the Federal government and policymakers for improvements in science, technology, engineering and mathematics (STEM) education through the development of excellent teachers with the content knowledge and skills to teach and motivate students. A shared goal among teacher professional development (PD) programs is to improve students' learning outcomes through changes in teachers' classroom practices. One way to address classroom practice is by studying pedagogical content knowledge and skill (PCK&S), which is the way teachers incorporate both subject matter and teaching strategies to transform the way they teach content to support student learning. PCK&S includes the knowledge and planning as well as the act of teaching. The NSF-funded Research Goes to School (RGS) project sought to impact teachers' PCK&S through the introduction of a current scientific research topic simultaneously with an evidence-based teaching strategy. As part of the RGS project, high-school STEM teachers from Indiana applied to attend summer PD workshops. At these workshops, aspects of nanoscience taken from the "Big Ideas of Nanoscale Science and Engineering" book and project-based learning (PjBL) were taught. Nanoscience was chosen due to the rapid growth of this field and the call by scientists and policymakers for the development of standards and curricula focused on nanoscience within K-12 education. Introduction of fundamental nanoscience concepts can expose students to current research within what is considered the next industrial revolution. PjBL was chosen since within this teaching strategy, scientific processes are used to address unstructured authentic problems. As part of PjBL, the students are required to synthesize ideas, collect and analyze data, and work with peers to develop an answer to the authentic question. Teachers who attended the workshops developed a nanoscience-based PjBL unit that aligned with Indiana state standards and implemented these units in their classrooms the following school year. This dissertation involves an assessment of the implementation of these units using two observational protocols, one to provide a description of what occurred in each classroom and one to assess the quality of the implementation of components in each classroom. Interviews with the teachers were conducted to probe their PCK and how they incorporated the nanoscience material and PjBL teaching strategy into their units. Student learning gains were also assessed through a pre- and post-nanoscience-based content exam. This dissertation focuses on two components: (a) the PCK&S of the fourteen teacher participants and (b) nanoscience-related learning gains of students who participated in the nano-based PjBL units. Trends between these two components were also studied. This research has implications in the development of professional development experiences as well as support for STEM teachers when incorporating new subject matter and/or teaching strategies 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.] ED580669 Assessing Teacher and Student Effects of the Research Goes to School Project ProQuest LLC Ph.D. Dissertation, Purdue University 2017-00-00 National Science Foundation (NSF), Division of Undergraduate Education (DUE) 978-0-3552-5862-2 327 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10616174 2018 As Provided JAN2020 0963621

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Yes Electronic Learning Technological Advancement Internet Foreign Countries Models Computer Oriented Programs Electronic Publishing Books Higher Education Kaul, Manfred Kless, André Bonne, Thorsten Rieke, Almut Reports - Evaluative Speeches/Meeting Papers Germany English Higher Education Almost unnoticed by the e-learning community, the underlying technology of the WWW is undergoing massive technological changes on all levels these days. In this paper we draw the attention to the emerging game changer and discuss the consequences for online learning. In our e-learning project "Work & Study", funded by the German Federal Ministry of Education and Research, we have experimented with several new technological approaches such as Mobile First, Responsive Design, Mobile Apps, Web Components, Client-side Components, Progressive Web Apps, Course Apps, e-books, and web sockets for real time collaboration and report about the results and consequences for online learning practice. The modular web is emerging where e-learning units are composed from and delivered by universally embeddable web components. [For the complete proceedings, see ED579335.] ED579383 Game Changer for Online Learning Driven by Advances in Web Technology International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 Federal Ministry of Education and Research (BMBF) (Germany) 10 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 20 As Provided JAN2020 16OH21056

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Yes Information Literacy Privacy Computer Security Information Security Teacher Education Teaching Methods Foreign Countries Undergraduate Students Fidalgo, Patricia Thormann, Joan Speeches/Meeting Papers Reports - Research United Arab Emirates English Higher Education This study of teachers in training in UAE addresses Information Literacy skills including ease of learning, usefulness and instructional preferences. Most teachers in training found that IL skills are both useful and ease to learn. Multiple instructional strategies were preferred by the teachers in training. The study also shows that although most teachers in training found IL skills easy to learn there are areas such as online safety and privacy that they want to learn more about. [For the complete proceedings, see ED579335.] ED579384 Information Literacy in the 21st Century: Usefulness and Ease of Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 3 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 4 As Provided JAN2020

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Yes Testing Computer Assisted Testing Test Items Test Construction Test Scoring Machines Multiple Choice Tests Answer Sheets Courseware Foreign Countries Teneqexhi, Romeo Qirko, Margarita Sharko, Genci Vrapi, Fatmir Kuneshka, Loreta Speeches/Meeting Papers Reports - Descriptive Albania English Exams assessment is one of the most tedious work for university teachers all over the world. Multiple choice theses make exams assessment a little bit easier, but the teacher cannot prepare more than 3-4 variants; in this case, the possibility of students for cheating from one another becomes a risk for "objective assessment outcome." On the other hand, even when the exams are organized with multiple-choices, the time for student's outcome takes up relatively too much time. We have developed a platform which tries to eliminate the time-range and is appropriate for big-sized classrooms testing. It works as follows: The teacher prepares for every exam-question, a JPG file, in simple words precisely an e-picture, preferably with the same dimensions for all photos. It is easy to make use of sniping tool from windows. Let us consider the exam-paper will contain 60 questions/exercises (can be up to 100). Every student will have all these 60 questions/exercises in his/her thesis, in a uniquely personalized version, but randomly ordered by computer. This means that every thesis/exam-paper has the corresponding unique solution key for the outcome, and only the computer knows it, by using the same combine logic with every generated variant of exam-paper. Consequently, the teacher prepares 60 JPG photos which are saved in USB memory stick folder. With this USB, teacher presents to the faculty secretary (printing center) the number of students he/she has and the folder where the photos are stored in the relevant USB. An operator, at teacher's presence, automatically generates and prints 60 different versions of the exam-papers, using Microsoft Word with a special macro code written in Visual Basic in order to design the proper page making. The secretary also prints a personalized answer sheet, with a student photo for everyone. It is very important for e-students, because minimum time is needed for student's authentication during exams. All answer-sheets are automatically scanned via "SEKRETAR" software (Copyright Romeo Teneqexhi, ZSHDA) and the outcome is generated immediately after the exam procedures. The process could also be handled by the secretary, but it can be used by the teacher himself in the exam classroom. The teacher only needs a laptop and a simple scanner in exam classroom. For the future, we plan to substitute this laptop-scanner-system with the teacher's smart phone. All the above services and provisions can be offered to all teachers by logging to a web platform. [For the complete proceedings, see ED579335.] ED579385 Scanner Based Assessment in Exams Organized with Personalized Thesis Randomly Generated via Microsoft Word International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 3 As Provided JAN2020

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Yes Foreign Countries Educational Research Educational Objectives Academic Ability High Achievement Educational Finance Inquiry Gifted Preschool Education Elementary Secondary Education Educational Psychology Annotated Bibliographies Conferences (Gatherings) Journal Articles Publications Cognitive Processes Expertise Creativity Problem Solving Metacognition Ambiguity (Context) Social Development Emotional Development Self Efficacy Cultural Differences Learning Theories Constructivism (Learning) Knowledge Base for Teaching Higher Education Instructional Design Learning Strategies Educational Practices Outcomes of Education Gube, Maren Shore, Bruce M. Reports - Research Information Analyses Reference Materials - Bibliographies Canada United States EISSN- McGill Univ., Montreal (Quebec). Faculty of Education. English Preschool Education From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and Gifted Education, from preschool to higher education. This report summarizes the goals of the funded research on Inquiry in Education, presents an overview of what was achieved relative to each of the goals 1. The Psychology of Learners' and Teachers' Understanding of and Engagement in Inquiry 2. Building and Sustaining Inquiry: Facilitating Inquiry in the Classroom 3. Creating a Toolbox for Research and Evaluation of Inquiry Learning and Instruction and lists the 229 published books, chapters, conference proceedings, journal articles, dissertations, and theses, as of December 31, 2017, each with an annotation or abstract. Over 40 publications in preparation are also listed. This report is intended as an archival record of the work of the research group. ED580870 Two Decades of Funded Research Goals and Achievements on Inquiry by the High Ability and Inquiry Research Group (HAIR) at McGill University Online Submission 2018-02-03 Social Sciences and Humanities Research Council of Canada American Psychological Foundation (APF), Esther Katz Rosen Fund Fonds du Québec de Recherche en Société et Culture (FQRSC) 126 N/A 2018 229 As Provided JAN2020

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No Foreign Countries Adults International Assessment Literacy Numeracy Economic Development Social Development Basic Skills Computer Literacy Skill Development Postsecondary Education Vocational Education Labor Force Nonparticipants Youth Problems Educational Policy Immigrants Reports - Evaluative Australia ISSN-2307-8723 Organisation for Economic Cooperation and Development (OECD) (France) English Postsecondary Education Australia's overall performance in the Survey of Adult Skills (PIAAC) ranges from average to very good. However, three million adults, representing one-fifth of the working age population, have low literacy and/or numeracy skills. Building Skills for All in Australia describes the characteristics of the low-skilled and discusses the consequences that low skills have on economic and social development for both individuals and Australian society. The review examines the strengths of the Australian skills system, highlighting the strong basic skills found in the migrant population, widespread proficiency in use of ICT and the positive role of workplaces in skills development. The study explores, moreover, the challenges facing the skills system and what can be done to enhance basic skills through education, training or other workplace measures. One of a series of studies on low basic skills, the review presents new analyses of PIAAC data and concludes with a series of policy recommendations. These include: increasing participation of women in STEM fields, addressing underperformance of post-secondary VET students and preventing drop-out, improving pre-apprenticeships, enhancing mathematics provision within secondary education and tackling poor access to childcare facilities for young mothers. ED580871 Building Skills for All in Australia: Policy Insights from the Survey of Adult Skills OECD Publishing 2017-09-29 978-9-2642-8296-4 88 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/9789264281110-en 2018 As Provided JAN2020

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No Usability Heuristics Documentation Information Management Electronic Libraries Surveys Definitions Efficiency Regression (Statistics) Computer Interfaces Handheld Devices Error Correction Statistical Analysis Qualitative Research Fuentes, Steven Dissertations/Theses - Doctoral Dissertations EISSN- English Usability heuristics have been established for different uses and applications as general guidelines for user interfaces. These can affect the implementation of industry solutions and play a significant role regarding cost reduction and process efficiency. The area of electronic workflow document management (EWDM) solutions, also known as workflow, lacks a formal definition of usability heuristics. With the advent of new technologies such as mobile devices, defining a set of usability heuristics contributes to the adoption and efficiency of an EWDM system. Workflow usability has been evaluated for various industries. Most significantly research has been done for electronic healthcare records (EHR). In other areas such as the financial sector and educational institutions there is also some literature available but not as abundant as for EHR. This was identified as a possible research limitation. The general purpose of this research was to establish and validate an overarching set of usability heuristics for EWDM in general. This was approached by conducting a literature review and a survey on 32 workflow consultants from Hyland Software, Inc. Quantitative and qualitative data was collected focusing on the study's main research question: "what usability heuristics should be defined to ensure the adoption and efficiency of a workflow implementation?" Findings based on regression testing and expert opinions have suggested a proposed set of usability heuristics. The final list consists of: adaptability to diverse platforms, user control, system feedback, intuitive interfaces, visibility on mobile devices, error management, help, and documentation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579136 Defining Usability Heuristics for Adoption and Efficiency of an Electronic Workflow Document Management System ProQuest LLC Ph.D. Dissertation, Nova Southeastern University 2017-00-00 978-0-3552-1686-8 100 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:10623130 2018 As Provided JAN2020

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No Case Studies Andragogy College Students Aquatic Sports Athletic Coaches College Athletics Interviews Observation Surveys Questionnaires Focus Groups Athletes Measures (Individuals) Teacher Attitudes Student Attitudes Performance Contracts Independent Study Najjar, Hannibal Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Andragogy, defined as, "the art and science of helping adults learn" (Knowles, 1980, p. 43) has been used in education and organizations for more than five decades. This philosophy was examined in this study to explore to what extent Andragogy was being used, and perceived to be used, by the coach in a collegiate athletic program. Interviews, observations, and surveys of the coach, along with questionnaires, surveys, and focus group sessions of the student-athletes were used to determine whether an andragogically based coaching approach positively affected the performances and outcomes of the participants. By utilizing an adaptation of Henschke's (1989) Modified Instructional Perspectives Inventory (MIPI) the coach's as well as student-athletes' perceptions of the andragogical model were examined, recorded, and scored. The coach and student-athletes were also asked to score their most important needs as a learner, using the assumptions Knowles employed to characterize the adult learner. The study concluded that although Andragogy and its principles and practices were not previously known or understood by the coach and student-athletes, there was a high degree of parity between the principles and practices of a successful sports coach and that of Andragogy. What appeared to be new revelations in concept and practice were the notions of the Learning Contract (LC) and Self-Directed Learning (SDL), both of which were being used by the coach in an informal manner. Although not categorically concluded in the study that Andragogy would guarantee better results, the coach confessed that he saw both Learning Contracts and Self-Directed Learning as a way of enhancing his approach to becoming a better coach with increased skill to help unleash the potential, responsibility, and independence of his athletes. The adoption of andragogical principles and practices were acknowledged as an approach that could greatly add to Coach Owen's style and approach in dealing with his athletes, especially the very competitive. Future studies of this nature will be useful in promoting Andragogy and in the education of coaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579137 A Case Study: An Andragogical Exploration of a Collegiate Swimming and Diving Coach's Principles and Practices at Lindenwood University ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-1688-2 226 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:10623189 2018 As Provided JAN2020

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No Department Heads Ethical Instruction Business Schools Case Studies Qualitative Research Influences Antisocial Behavior Access to Education Course Content Educational Improvement Curriculum Development Gillis, Robert James Dissertations/Theses - Doctoral Dissertations Arizona EISSN- English Higher Education The purpose of this qualitative single case study was to explore how department chairs described the influence of recent corporate ethics scandals on content and availability of ethics education in postsecondary business schools in Arizona. The following research questions guided this study: RQ1: How do department chairs describe the influence of recent corporate ethics scandals on the content of ethics education in postsecondary business schools in Arizona? RQ2: How do department chairs describe the influence of recent corporate ethics scandals on the availability of ethics education in postsecondary business schools in Arizona? RQ3: How do department chairs feel that ethics education can be improved in postsecondary business schools in Arizona? R4: How have postsecondary business schools in the state of Arizona changed their ethics curriculum in response to recent corporate ethics scandals? The sample for this study was 9 department chairs out of 40 in postsecondary schools in Arizona that offer business degrees. It was important for the purpose of this study to focus on department chairs, because of their direct involvement in the management of their business degree programs (i.e., design and accreditation of required curriculum), faculty, and business schools. The Hosmer and Kiewitz managerial ethics theory provided the foundation of this research. The data analysis procedure chosen was the thematic analysis from the triangulation of three data sources. The results found that a higher number of participants perceived that recent corporate ethics scandals did have an influence on content and availability of ethics education. Keywords: ethics, education, business, management, Arizona, scandal, corporate, social responsibility, 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.] ED580171 How Academic Department Chairs View the Influence of Corporate Ethics Scandals on Ethics Education in Arizona Business Schools: A Qualitative Case Study at the Postsecondary Level ProQuest LLC D.B.A. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-9642-3 263 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:10638144 2018 As Provided JAN2020

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No Special Education Teachers Secondary School Teachers Teacher Attitudes Inclusion Disabilities Differences Regular and Special Education Relationship Statistical Analysis Self Efficacy High Schools Miller, Brandy Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education The purpose of this quantitative causal-comparative study was to examine if, or to what extent, there was a difference between secondary general education teachers' and special education teachers' overall attitudes, or attitudes related to professional issues, philosophical issues, and logistical concerns, toward inclusion of students with disabilities in general education classrooms. Bandura's self-efficacy theory provided the theoretical framework within which this study was conducted. There were four research questions, the primary one being: Was there a statistically significant difference between secondary general education and special education teachers' overall attitudes toward inclusion of children with disabilities in general education classrooms? The remaining three questions were to determine if there was a statistically significant difference between the two groups regarding inclusion related to professional issues, philosophical issues, and logistical concerns. The sample was secondary teachers from the high schools of two major school districts in a major urban area in the Southwestern United States. Mann-Whitney U tests were used to analyze any differences in scores between general education teachers and special education teachers, for each of the four research questions. The results indicated that there was a statistically significant difference between general education teachers' and special education teachers' overall composite score on the STATIC as well as the scores related to professional issues, philosophical issues, and logistical concerns (U = 0.000, p = 0.000). The results of this study present evidence to support improvement in inclusive practices in secondary 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.] ED580172 Differences in Secondary Special and General Education Teachers' Attitudes toward Inclusion of Students with Disabilities ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-7934-1 187 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:10637461 2018 As Provided JAN2020

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No School Holding Power Academic Persistence Barriers Community Colleges Two Year College Students Student Personnel Services Community Schools Rural Areas Comparative Analysis Credits Age Sex Federal Aid Grants Statistical Analysis Troester-Trate, Katy Elizabeth Dissertations/Theses - Doctoral Dissertations New York Pell Grant Program EISSN- English Two Year Colleges As higher education enrollment patterns have changed, so too has the focus for institutional administrators. The community schools model is currently being piloted in New York State in an effort to increase the bleak retention and persistence rates of community college students. College students have been shown to be retained at higher rates when they are engaged in supportive services on campus. The Jefferson Community School program was designed to meet the non-academic needs of the community college student population of a rural campus in Northern New York. This program included food pantry, transportation, and childcare services at no cost to enrolled students. The purpose of this study was to determine the relationship between use of non-academic services and retention and persistence rates of community college students (n = 90). A quantitative, quasi-experimental research method approach was used to compare matched samples of students who participated in the Jefferson Community Schools program and students who did not participate in the Jefferson Community Schools program. Each sample consisted of 45 students who were matched on enrolled credit hours, age, gender and Pell status. An ANOVA statistical test was conducted to compare the matched sample groups. Results of this study showed that 30 out of 45 students in the Jefferson Community Schools program were retained and 41 out of 45 persisted. This was compared to retention of 30 out of 45 and persistence of 42 out of 45 of the matched non participatory sample. The results of this study suggest that providing non-academic resources to low-income students may serve to equalize the chances of being retained or persisting when compared to peers that have more resources of their own (p < 0.05). Future research in this area should include a larger sample size and should be analyzed over a longer period of 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.] ED580173 Student Retention and Persistence: A Quantitative Study of the Relationship of Non-Academic Barriers on Community College Students in Northern New York ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-2356-3 120 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:10638145 2018 As Provided JAN2020

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No Word Recognition Reading Difficulties Grade 5 Elementary School Students Grade 4 Phonology Semantics Predictor Variables Generalization Morphology (Languages) Role Context Effect Task Analysis Spelling Standardized Tests Decoding (Reading) Reading Skills Phonemes Learning Processes Interference (Learning) Multiple Regression Analysis Al Ghanem, Reem Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 5 Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding in a process known as orthographic learning. Studies examining orthographic learning and its predictors have thus far focused on monosyllabic words. It is unclear whether the findings of these studies--especially, those related to the role phonological decoding, orthographic knowledge, and contextual semantic information play in orthographic learning--can be generalized to polysyllabic words. A large number of the polysyllabic words children encounter in content-area texts is morphologically complex. Yet, examining the role of morphology in the orthographic learning of polysyllabic words is still in its infancy. The purpose of this study was to examine the role of morphology and context (two sources of semantic information) in the acquisition of whole-word representations of polysyllabic words in children with and without reading difficulty. A total of 73 fourth and fifth grade children participated in this study. The children read 12 disyllabic pseudowords presented in isolation or in context. An orthographic choice task and a spelling task measured children's orthographic learning three days later. A battery of standardized and researcher designed tests measured children's phonological decoding skill, orthographic knowledge, and morphological knowledge. Data were analyzed using mixed-design analysis of variance and multiple linear regression. The results of this study showed that morphology facilitated the orthographic learning of polysyllabic words in the spelling task but not in the orthographic choice task. The results also showed that context interfered with the orthographic learning of polysyllabic words, irrespective of their morphological structure. Context interference appeared to vary by children's reading skill--that is, context appeared to interfere with the orthographic learning of polysyllabic words in struggling readers and children with reading difficulty but not in typically achieving children. The results also showed that, controlling for phonological decoding and orthographic knowledge, morphological knowledge contributed to the orthographic learning of polysyllabic words, irrespective of children's reading skill. Implications for polysyllabic word reading instruction 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.] ED580174 Learning to Read and Write Polysyllabic Words: The Effects of Morphology and Context on the Acquisition of Whole-Word Representations in Fourth and Fifth Grade ProQuest LLC Ed.D. Dissertation, Boston University 2017-00-00 978-0-3554-3766-9 167 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:10637463 2018 As Provided JAN2020

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No Grade 8 Middle School Students Educational Assessment Reading Tests Reading Achievement Item Response Theory Prediction Scores Correlation Regression (Statistics) Barber, Torri Darrell Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Grade 8 In a South Carolina middle school, students were performing poorly on the state assessment in reading. Eighth grade students were not passing the Palmetto Assessment of State Standard (PASS) assessment administered each spring. The purpose of this study was to examine whether student performance on the Measure of Academic Progress (MAP) reading test in the fall predicted PASS scores in the spring. The theoretical framework was based on the item response theory (IRT)--the relationship between individual performance on a test item and the test takers' levels of operating along an overall measure of the ability that item was designed to measure. The research question was used to examine how well student performance on the MAP predicts student performance on the PASS. MAP and PASS test scores were collected from 2012, 2013, and 2014 academic years from a total student sample of N = 741 from three out of the five middle schools in the North Central School District. The dependent variable was student PASS score and the independent variable was the MAP score. The PASS scores were correlated with the MAP scores to look for the strength and nature of the relationship, and a bivariate linear regression was conducted. The findings showed that student performance on the MAP reading test in the fall predicted PASS scores in the spring so that administrators might use these data to target student interventions. Professional development training was developed for teachers to apply best practices in the classroom to address areas of need as indicated by the MAP results. The implementation process would align with the district literacy initiatives Read to Succeed and Lindamood-Bell. Implications for positive social change include providing information and support to teachers at the study school to better support student reading 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.] ED580175 The Relationship between MAP Assessment and PASS Results for Eighth Grade Students ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-9122-0 117 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:10638164 2018 As Provided JAN2020

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No Predictor Variables Teacher Attitudes Educational Environment Positive Behavior Supports Teacher Surveys Program Effectiveness Outcomes of Education Intervention Quackenbush, Rebecca J. Dissertations/Theses - Doctoral Dissertations Missouri EISSN- English School climate is an aspect of school life that has been examined closely in recent literature as it related to student interactions, behavior, and student achievement. Problem behaviors can affect students' academic learning as well as teachers' instructional time. Research has emphasized how a healthy school climate can yield positive effects on student outcomes. One school-wide program known as positive behavioral interventions and supports (PBIS) is a national framework designed to help schools establish and maintain effective behavioral supports for students. The effective implementation and sustainment of PBIS involves all the faculty, staff, and students in a school system. The purpose of this study as to extend the limited research that existed on the impact of the varying levels of PBIS implementation on school climate as seen in the perceptions of teachers and to investigate any predictive aspects of teachers' perceptions of school climate in comparison to the PBIS tier levels of implementation in their current school. Educators in two Southern Regional Professional Development Districts in Missouri were surveyed in order to determine the impact of the varying levels of PBIS implementation on school climate as seen in the perceptions of teachers as well as any predictive aspects the tier level of implementation may have had on this perception. Results of this study could benefit administrators and other school personnel as they evaluate the initial need for and sustainment of PBIS within their school building or at a district wide level. Survey results indicated the overall implementation of PBIS as an indicator of teacher perceptions of overall positive school 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.] ED580176 The Prediction of Teachers' Perceptions of School Climate from Their School's Utilization of Positive Behavior Interventions and Supports ProQuest LLC Ed.D. Dissertation, Southwest Baptist University 2017-00-00 978-0-3553-8607-3 115 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:10638166 2018 As Provided JAN2020

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No Foreign Countries Educational Policy Early Childhood Education Child Care Elementary Education Secondary Education Postsecondary Education Educational Practices Educational Improvement Equal Education Educational Quality Books Reports - Evaluative Lithuania ISSN-1563-4914 Organisation for Economic Cooperation and Development (OECD) (France) English Early Childhood Education Lithuania has achieved steady expansion of participation in education, substantially widening access to early childhood education and care and tertiary education, coupling this with nearly universal participation in secondary education. However, if Lithuania's education system is to help the nation respond effectively to economic opportunities and demographic challenges, improvements in the performance of its schools and its higher education institutions are needed. Improved performance requires that Lithuania clarify and raise expectations of performance, align resources in support of raised performance expectations, strengthen performance monitoring and the assurance of quality, and build institutional capacity to achieve high performance. This orientation to improvement should be carried across each sector of its education system. This report assesses Lithuania's policies and practices against best practice in education from across the OECD and other countries in the region. It analyses its education system's major strengths and the challenges it faces, from early childhood education and care to tertiary education. The table of contents provides the following: (1) Foreword and Acknowledgements; (2) Acronyms; (3) Executive Summary; (4) Assessment and Recommendations; (5) Education in Lithuania: Raising Performance for a Resilient Lithuania; (6) Early Childhood Education and Care in Lithuania; (7) Primary and Lower Secondary Education in Lithuania; (8) Upper Secondary Education in Lithuania; and (9) Tertiary Education in Lithuania. ED580872 Education in Lithuania: Reviews of National Policies for Education OECD Publishing 2016-10-16 978-92-64-28148-6 196 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/9789264281486-en 2018 As Provided JAN2020

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Yes Classroom Techniques Preservice Teachers Student Attitudes Justice Student Surveys Correlation Foreign Countries Statistical Analysis Gender Differences Power Structure Scores Instructional Program Divisions Intellectual Disciplines Multiple Regression Analysis Hosgörür, Tugba Yorulmaz, Yilmaz Ilker Multilingual/Bilingual Materials Journal Articles Reports - Research Turkey EISSN- English Turkish Higher Education The purpose of this study is to determine the effect of the power sources used by lecturers in class management on pre-service teachers' perceptions of fairness regarding their learning environment. The sample of the study, which was designed in the correlational survey model, consists of 455 pre-service teachers studying at Mugla Sitki Kocman University. The data were collected through the application of the "Fair Learning Environment Scale" and the "Lecturers' Power Sources Scale". In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis was used. Based on the findings, it was seen that pre-service teachers perceive their learning environment as a medium level of fair in general and they think the lecturers use legitimate power the most. Pre-service teachers' opinions regarding their fair learning environments and the power sources used by their lecturers do not significantly differ according to "gender" variable but they do differ according to class and department variables. The power sources used by lecturers explain 57% of the total variance of the respectful partnership dimension and 46% of the total variance of the systemic fairness dimension of the fair learning environment. The use of personal power and information power by the lecturers leads to an increase in pre-service teachers' perceptions of fairness and the use of coercive power leads their fairness expectations to decrease. [Article is provided in both English and Turkish.] ED580873 The Effect of Power Sources Used by Lecturers in Class Management on the Pre-Service Teachers' Perceptions of Fairness Regarding Their Learning Environment = Ögretim Elemanlarinin Sinif Yönetiminde Kullandiklari Güç Kaynaklarinin Ögretmen Adaylarinin Ögrenme Ortamlarina Yönelik Adalet Algilarina Etkisi Online Submission Çukurova Üniversitesi Egitim Fakültesi Dergisi (Cukurova University Faculty of Education Journal) v45 n2 p375-404 2016 2016-00-00 30 N/A 2018 63 As Provided JAN2020

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Yes Internet Web Based Instruction Public Health Health Education Meta Analysis Outcomes of Education Effect Size Conventional Instruction Comparative Analysis Foreign Countries Knowledge Level Literature Reviews Peng, Ying Yan, Weirong Speeches/Meeting Papers Reports - Research Information Analyses Egypt India Netherlands United Kingdom Canada United States English Internet-based learning is increasingly applied in medical education, but its effect in the field of public health training is still unclear. This meta-analysis was undertaken to explore the impact of Internet-based learning on students'/professionals' knowledge of public health compared with no intervention and with traditional face-to-face (FTF) formats. Two reviewers independently searched Medline, Web of Science, ProQuest, Google scholar, ERIC and Elsevier databases for relevant studies between 1st January, 1990 and 30th December, 2016. Studies in English language providing information on educational outcomes after Internet-based training in public health courses compared with no-intervention or a pre-intervention assessment, or with FTF control group were retrieved, reviewed, and assessed according to the established inclusion/exclusion criteria in the current study. There were 16 eligible studies with 1183 participants in total. Heterogeneity in results was detected across studies. A random effects model was used to pool effect sizes for knowledge outcomes. The pooled effect size (standardized mean difference, SMD) in comparison to no intervention was 1.92 (95% CI: 1.05 to 2.78; P<0.0001), favoring Internet-based interventions. Compared with FTF formats, the pooled effect size was 0.39 (95% CI: -0.06 to 0.83; P = 0.09). The study suggested that Internet-based learning was superior to no-intervention in improving students'/professionals' public health knowledge. Compared with traditional FTF formats, Internet-based learning showed a similar effect. [For the complete proceedings, see ED579335.] ED579386 Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 32 As Provided JAN2020

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Yes Instructional Design Web Based Instruction Entrepreneurship Teaching Methods Online Courses Business Web Sites Course Descriptions Communities of Practice Computer Science Education Computer Software Computer Mediated Communication Help Seeking Teacher Student Relationship Ghandforoush, Parviz Speeches/Meeting Papers Reports - Descriptive English Teaching an online fully asynchronous information technology course that requires students to ideate, build an e-commerce website, and develop an effective business plan involves a well-developed and highly engaging course design. This paper describes the design, development, and implementation of such a course and presents information on students' learning effectiveness and challenges associated with managing a course using this approach. [For the complete proceedings, see ED579335.] ED579387 Designing a Web-Based Asynchronous Innovation/Entrepreneurism Course International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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Yes Teaching Methods Cartoons Social Studies Teacher Educators Technology Integration Educational Technology Electronic Learning Learning Activities Maps Computer Games Geography Instruction National Standards Consciousness Raising Elementary Secondary Education Sardone, Nancy B. Speeches/Meeting Papers Reports - Descriptive English Higher Education This article reports on teacher candidates' use of e-learning tools and activities designed for their future students. Candidates offered comments to give an idea of the strengths and challenges of each. Suggestions are made for teacher educators on the types of technology-integrated activities that lend themselves to both traditional and e-learning environments, offering an updated perspective on teaching and learning in the Social Studies. [For the complete proceedings, see ED579335.] ED579388 Using Games, Comic Strips, and Maps to Enhance Teacher Candidates' E-Learning Practice in the Social Studies International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 20 As Provided JAN2020

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No Case Studies Parent Child Relationship Student Behavior State Universities Undergraduate Students Interviews Drinking Parent Attitudes Letters (Correspondence) Parent School Relationship Communication Strategies Campuses Behavior Problems Deans Harbach, Heather N. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this case study was to explore the needs of parents when discussing alcohol use behavior with their student, related to the notification of a campus conduct code violation by a Dean of Students Office. This study sought to address the research question: What assistance do parents report needing from student conduct professionals to address their student's behavior, specifically related to alcohol use in a university setting? Participants were parents of students at a four-year, public university located in a large, urban Midwestern city. The sample included two groups: those who received parental notification letters from the Dean of Students Office, referred to as "letter parents," and parents of students who did not receive notification letters, may or may not have experiences with student conduct, but were interested in participating in the study, referred to as "non-letter parents." Data were collected via interviews, which allowed participants to share information with the researcher in a natural setting. Five themes emerged from data analysis, which included parent experiences, communication concerns, details for professionals to examine in the notification process, implications of behavior and sanctions, and finally how FERPA intersected with all of these topics. Five recommendations for practitioners were provided as a result of this study, including those focused on notification letter and process evaluation, support services for parents on campuses, and communication strategies. Four recommendations were provided for 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.] ED579929 Parents as Stakeholders in Student-Conduct Processes ProQuest LLC Ed.D. Dissertation, Edgewood College 2017-00-00 978-0-3554-3599-3 172 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:10623040 2018 As Provided JAN2020

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No Participative Decision Making Individual Differences Perspective Taking Cognitive Processes Models Comprehension Difficulty Level Probability Prior Learning Geometric Concepts Canan, Mustafa Dissertations/Theses - Doctoral Dissertations EISSN- English Two people in the same situation may ascribe very different meanings to their experiences. They will form different awareness, reacting differently to shared information. Various factors can give rise to this behavior. These factors include, but are not limited to, prior knowledge, training, biases, cultural factors, social factors, team vs. individual context, time, resources, and technology. At the individual level, the differences in attaining separate actions by accessing shared information may not be considered as an anomaly from the perspective of rational decision-making. But for group behavior, reacting differently to the shared information can give rise to conflicts and deviations from an expected behavior, and are categorized as an anomaly or irrational behavior. The lack of proper recognition of the reasons for differences can even impede the shared action towards attaining a common objective. The manifestation of differences becomes noticeable in complex situations. The shared awareness approaches that originate from available situational awareness models fail to recognize the reasons of an unexpected decision in these situations. One reason for this is that in complex situations, incompatible events can become dominant. Human information processing is sensitive to the compatibility of the events. This, and various other human psychological characteristics, require models to be developed that include comprehensive formalisms for both compatible and incompatible events in complex situations. Quantum probability provides a geometrical probabilistic formalism to study the decision and the dynamic cognitive systems in complex situations. The event representation in Hilbert space provides the necessary foundation to represent an individual's knowledge of a situation. Hilbert space allows representing awareness as a superposition of indefinite states. These states form a complete N-dimensional Hilbert space. Within the space generated, events are represented as a subspace. By using these characteristics of Hilbert space and quantum geometrical probabilities, this study introduces a representation of self and other-than-self in a situation. An area of awareness with the possibility of projection onto the same event allows representing shared awareness geometrically. This formalism provides a coherent explanation of shared awareness for both compatible and incompatible events. Also, by using the superposition principles, the dissertation introduces spooky action at a distance concept in studying shared awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579930 A Hilbert Space Geometric Representation of Shared Awareness and Joint Decision Making ProQuest LLC Ph.D. Dissertation, Old Dominion University 2017-00-00 978-0-3554-0932-1 160 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:10623101 2018 As Provided JAN2020

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No Administrator Role Principals Barriers Instructional Leadership Equal Education Student Placement Disabilities Decision Making Student Needs Inclusion Best Practices Phenomenology Interviews Elementary Secondary Education Definitions School Culture Board of Education Role Faculty Development Cooperation Social Justice Kroener, Julienne Patricia Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education As principals work towards meeting the educational needs of all students, including students with disabilities, in an inclusive environment it is essential to understand the challenges that may occur throughout this process. This study examined the barriers that exist for principals as instructional leaders when ensuring equitable education for all students. Specifically, this study examined: (a) the placement structures that are in place for students with disabilities and how the students with disabilities are being served in school settings; (b) the way decisions are made for placing students with disabilities; and (c) the barriers that principals experience when making decisions on the implementation of supports and structures of an inclusive school environment. When leaders lack the understanding of best practices in meeting the academic, social, emotional, and behavioral needs of all learners, they tend to maintain traditional practices and structures. A phenomenological study was conducted through interviews of principals from 20 public elementary and secondary schools throughout the United States. The data documented that most principals interviewed experienced barriers that restricted the movement towards inclusion. Through the analysis of the data there were four overarching themes that emerged as barriers principals experienced when moving towards an inclusive environment. These themes are: (a) principal's definition of inclusion and alignment with current practices; (b) establishing a culture of inclusion; (c) limited district support and structure; and (d) need for collaboration and professional development. Findings documented that inclusive schools do exist and rely on the strong and courageous leadership of social justice leaders who focus on ensuring equitable educational opportunities 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.] ED579138 Principals: Instructional Leaders to Support All Students ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3552-2207-4 123 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:10623246 2018 As Provided JAN2020

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No Communities of Practice Online Courses Preschool Teachers Pedagogical Content Knowledge Cooperative Learning Case Studies Ethnography Inservice Teacher Education Literacy Education Teaching Methods Learning Processes Grounded Theory Teacher Attitudes Discourse Analysis Educational Research Computer Mediated Communication Hoffman, Emily Brown Dissertations/Theses - Doctoral Dissertations EISSN- English Preschool Education Active, dialogic participation is a necessary component of high quality teacher professional learning (Dunst, Bruder, & Hamby, 2015). However, logistical problems arise when implementing cooperative learning opportunities for early childhood educators, as preschool teachers are habitually separated from peers both institutionally and geographically. Accordingly, early childhood educators are uniquely positioned to benefit from online learning as digital technologies can connect people previously restricted by physical space. This 10-week descriptive, single-case study employed virtual ethnographic methods and applied the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000) and the Multimodal Theory of Communication (Kress & Van Leeuwen, 2001) to investigate a synchronous online learning community of currently practicing early childhood educators. This study explored the opportunities the course afforded for participants to engage in multimodal communication around content and pedagogical knowledge by focusing on how practicing preschool educators discussed the teaching and learning of literacy and language in settings through the online platform. Constant comparative (Glaser & Strauss, 1967) and multimodal discourse (Kress & Van Leeuwen, 2001) analyses revealed the necessity of technology preparation and a technology relaxed atmosphere for successful implementation and identified two active engagement paths of collaborative learning. Analyses also emphasized how multimodal communication was not innate to the platform, but reliant on teaching presence to facilitate effective collaborative active engagement. Findings provide a foundation for future research and practice regarding early childhood online professional learning, as they highlight the potential of synchronous online platforms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579139 Digital Discourses in Early Childhood Educator Online Learning ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7719-0 257 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:10644483 2018 As Provided JAN2020

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No Adolescents Evaluation Methods Critical Reading Web Sites Controversial Issues (Course Content) Reliability Questionnaires Annotated Bibliographies Information Sources Evaluative Thinking Johnson, Angela Kwasnik Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation examines the use of dialogic discussion to improve young adolescents' ability to critically evaluate web sites. An intervention unit comprised three iterations of an instructional cycle in which students independently annotated web sites about controversial issues and discussed the reliability of those sites in dialogic discussions. Data for examining student change came from an evaluation task measure wherein students evaluated the reliability of web sites before and after the unit. A questionnaire in which students recalled site stance and authorship features for each site measured the strength of the source models that students built during the evaluation task. Students' evaluation strategies were also examined in an independent inquiry task in which they evaluated potential sources and included justifications for final source choices in an annotated bibliography. Students became more critical after the unit, and their attention to authorship and information sourcing features increased. In the post-unit source model task, students recalled more authorship features, suggesting stronger source models. After the unit, the students' approach toward evaluation was more investigative. Attention to authorship and information sourcing remained strong. Analysis of the dialogic discussions revealed authorship and information sourcing to be important foci of students' evaluation processes. In addition, the dialogue suggested that students made important shifts from reductive to flexible epistemic mindsets, as evidenced by student-driven investigation and concept revision during the discussions. The study affirms the value of attention to source features in evaluating web sites. It also affirms the use of instructional methods wherein students encounter the complexities inherent in web evaluation, especially by examining various cases that present multiple complications of reliability in shifting contexts. It suggests that repeated iterations of shared inquiry in the form of dialogic discussion may effectively shift students' critical mindsets toward a more skeptical and probing approach to web 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.] ED580670 Cultivating Critical Mindsets in the Digital Information Age: Teaching Meaningful Web Evaluation ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3554-7070-3 179 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:10638453 2018 As Provided JAN2020

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No Community Colleges Strategic Planning Budgeting Case Studies Interviews Change Efficiency Mixed Methods Research Administrator Attitudes Surveys Comparative Analysis Leadership Resource Allocation Goal Orientation Portmann, Renee R. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Community colleges are unique in the higher education realm. Open access, the demographics of students, communities served, locations, and funding sources all present distinct circumstances. A strategic plan supported by leadership, faculty, staff and the external environment is needed to steer students on pathways to success. The focus on spending in higher education necessitates linking planning efforts to financial considerations in the budgeting process. This case study provides a foundation of how one very large, Midwestern community college changed its budget process and integrated changes based on the strategic plan. The research questions for this study focused on strategic plan linkages to the budgeting process, efficiencies in financial resource allocation relating to the budget process, and campus-wide understanding of the budget process. The research questions additionally identified systems, documents, and processes to integrate strategic planning with the budget process. The researcher used a mixed-methods design to describe, understand, and interpret these complex processes. Interviews were conducted with five institutional leaders directly involved with strategic planning and the budgeting process to provide a rich description from a variety of perspectives. A comparison survey of budget administrators was done to validate previous data, and system documents were collected and reviewed for data analysis. Four themes were identified that collectively described how a very large Midwestern community college integrated strategic planning and budgeting processes. The research formed an interpretation of four conditions essential for successful integration of strategic planning and the budget process integration. Themes analyzed were (a) leadership, (b) resource allocation, (c) communication, and (d) strategic goal alignment. The themes varied in importance at times but collectively were responsible for progress towards meeting the strategic goals of the 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.] ED580671 Transformation of a Community College Budgeting Process Driven by the Strategic Plan ProQuest LLC Ed.D. Dissertation, National American University 2017-00-00 978-0-3552-4545-5 148 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:10616384 2018 As Provided JAN2020

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No Discipline Classroom Techniques Mixed Methods Research Teacher Attitudes Mancini, Joseph A. Dissertations/Theses - Doctoral Dissertations EISSN- English This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher's position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis. The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated. Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing 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.] ED580177 Student Discipline Strategies: Practitioner Perspectives ProQuest LLC Ed.D. Dissertation, Nova Southeastern University 2017-00-00 978-0-3553-7761-3 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:10637843 2018 As Provided JAN2020

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Yes High School Students Student Attitudes Career Choice Influences Social Theories Longitudinal Studies Decision Making Statistical Analysis Academic Aspiration Correlation Student Surveys Family Influence Socioeconomic Status Low Income Groups Teacher Influence School Counselors Peer Influence Employers Athletic Coaches Information Sources Oymak, Ceylan Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED) American Institutes for Research (AIR) English High Schools As they think about their future, high school students can face a wide range of education and career choices. How do they choose? Who helps young people make their educational and career choices? In particular, to what extent do schools help students with these decisions? Given the importance of education and career decisions for life success, these are not idle questions. A significant amount of research has been done on this topic, most of which has been conducted within the framework of "social cognitive career theory" (SCCT). SCCT focuses on individuals' internal, cognitive processes (e.g., achievement, expectations) and how those cognitions interact with external, contextual factors (e.g., social supports and barriers) to influence career decisions and development. This Brief uses data from the High School Longitudinal Study of 2009 (HSLS:09) to explore the less well-developed area of relative influences in students' decisionmaking by quantitatively examining multiple sources of influence on students' thinking about two major life decisions: their future education and their career choices. As discussed in this brief, the HSLS:09 data allow for an examination of who students believe most influences their thinking in each domain and for a comparison of influences across the two domains. The data also enable an examination of whether students' reports on who has the most influence in each domain vary by students' socioeconomic status (SES). This Brief provides a relatively simple descriptive analysis, excluding other potential factors that research has shown influence students' decisions in combination with or in addition to the factors examined, such as students' post-high school intentions and race/ethnicity (e.g., Fouad and Byars-Winston 2005; Lent, Brown, and Hackett 1994). As with any correlational study, the reader should not infer causation from simple relationships. ED580178 High School Students' Views on Who Influences Their Thinking about Education and Careers. Stats in Brief. NCES 2018-088 National Center for Education Statistics 2018-01-00 14 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 25 ERIC JAN2020 Yes EDIES12D002/006 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018088

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No Foreign Countries Skills Educational Policy Educational Practices Supply and Demand Skill Development Labor Needs Unemployment Career Guidance Immigrants Professional Education Professional Training Books Reports - Descriptive France ISSN-2520-6117 Organisation for Economic Cooperation and Development (OECD) (France) English This report identifies effective strategies to tackle skills imbalances in France. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; policies stimulating skills demand and skills use; policies related to general and professional education and training; policies to help the unemployed develop the right skills and better match them to jobs; career guidance initiatives; and policies facilitating the entry of migrants with skills that are in demand. The assessment is based on country visits, desk research and data analysis conducted by the OECD secretariat. The table of contents includes: (1) Foreword; (2) Acronyms and Abbreviations; (3) Summary and Key Recommendations; (4) Key Drivers of Skills Demand and Supply in France; (5) Skills Assessment and Anticipation System in France; (6) Policies Addressing Skills Imbalances in France; and (7) Challenges and Recommendations for France. ED580874 Getting Skills Right: France OECD Publishing 2017-11-07 978-9-2642-8418-0 76 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/9789264284456-en 2018 As Provided JAN2020

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Yes Adult Education Educational Attainment National Surveys Certification Credentials Postsecondary Education Work Experience Programs Employment Level Individual Characteristics Ethnic Groups Gender Differences Job Skills Occupations Racial Differences Statistical Analysis Tables (Data) Wages Cronen, Stephanie McQuiggan, Meghan Isenberg, Emily Numerical/Quantitative Data Reports - Research National Household Education Survey National Center for Education Statistics (ED) American Institutes for Research (AIR) English Adult Education This First Look report provides selected key findings on adults' attainment of nondegree credentials (licenses, certifications, and postsecondary certificates), and their completion of work experience programs such as apprenticeships and internships. This version of the report corrects an error in three tables in the originally released version (September 2017). The row header for occupational field in tables 1, 2, and 5 had incorrectly described the estimates as restricted to employed adults. This version corrects that error to specify that the estimates are for adults who were ever employed. All estimates presented in the original report remain unchanged. [For the first edition, see ED575844.] ED580875 Adult Training and Education: Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-103rev National Center for Education Statistics 2018-02-00 52 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 1 As Provided JAN2020 Yes EDIES12D0002 https://nces.ed.gov/pubsearch/index.asp?PubSectionID=1&HasSearched=1&pubspagenum=1&sort=3&order=0&L1=&L2=&searchstring=&searchtype=AND&searchcat2=&searchcat=title&pagesize=15&searchmonth=9&searchyear=2017&datetype=%3E%3D&pubtype=012&surveyname=National+Household+Education+Survey&surveyid=004&centername=NCES&center=NCES

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No Achievement Tests Foreign Countries International Assessment Secondary School Students Cooperation Problem Solving Computer Assisted Testing Reports - Evaluative Program for International Student Assessment EISSN-2226-0919 Organisation for Economic Cooperation and Development (OECD) (France) English Secondary Education Solving unfamiliar problems on one's own is important, but in today's increasingly interconnected world, people are often required to collaborate in order to achieve their goals. Teamwork has numerous benefits, from a diverse range of opinions to synergies among team members, and assigning tasks to those who are best suited to them. Collaboration can also be fraught with difficulties. Instead of dividing tasks effectively, one team member might reproduce another's work. Interpersonal tension and poor communication might also prevent the team from achieving its full potential. Working with others is a skill that might not be natural to everyone, but it can be developed with time and practice. Every three years, PISA measures students' ability to apply their knowledge in three core subjects--science, reading and mathematics--to familiar settings. These competencies, however, are not sufficient to thrive in life. Hence, PISA 2015--for the first time ever in any international assessment--measures students' ability to solve problems collaboratively in 52 education systems around the world. ED580876 How Does PISA Measure Students' Ability to Collaborate? PISA in Focus. No. 77 OECD Publishing 2017-10-31 6 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/f21387f6-en 2018 As Provided JAN2020

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No Principals Administrator Attitudes Transformational Leadership Correlation Reading Achievement Mathematics Achievement Science Achievement Social Studies Academic Achievement Elementary School Students Statistical Analysis Public Schools Reading Tests Mathematics Tests School Districts Regression (Statistics) Predictor Variables Leadership Styles Questionnaires Report Cards Newman, Je-Nata Kennedy Dissertations/Theses - Doctoral Dissertations South Carolina Multifactor Leadership Questionnaire EISSN- English Elementary Education The purpose of this quantitative correlational study was to examine the relationship between principals' perceptions of their transformational leadership behaviors and academic achievement in the areas of reading, math, science, and social studies in South Carolina public elementary schools. The theoretical framework for this research was provided by the transformational leadership theory proposed by James MacGregor Burns (1978). The researcher collected primary data for principals' self-perceived transformational leadership using the transformational leadership scale from the Multifactor Leadership Questionnaire 5X Leader Form. The secondary data for academic achievement at school level were retrieved from the 2015 South Carolina "State Report Card (South Carolina Department of Education", 2015). The achievement measures used in this study included percentages of students who met and exceeded expectations on the ACT Aspire reading and mathematics and the SC PASS science and social studies tests. The study was conducted with a convenience sample of 48 elementary school principals from 13 school districts located in South Carolina. The results of the simple linear regression analysis showed that principals' self-perceived transformational leadership was a statistically significant negative predictor of academic achievement in reading: F (1, 46) = 4.871, p = 0.032, adjusted R[superscript 2] = 0.076, ß = -0.309, t = -2.207, and was not significantly related to academic achievement in mathematics, science, and social studies. However, due to the small convenience sample, the results of the study were inconclusive and cannot be generalized to the entire 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.] ED580179 Principals' Self-Perceived Transformational Leadership Behaviors and Academic Achievement in South Carolina Public Elementary Schools ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-9638-6 234 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:10637827 2018 As Provided JAN2020

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No College Faculty Adjunct Faculty English Teachers Scholarship Teacher Researchers Qualitative Research Personal Narratives Interviews Data Analysis Coding Educational Research Van Lieu, Sandi Marie Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Two of the most significant changes in higher education over the last decade have been the reconceptualization of faculty scholarship and the increase in the hiring of adjunct faculty, yet these topics rarely merge together in the literature. The purpose of this qualitative narrative inquiry was to understand how adjunct English faculty conceive of and engage in scholarship within their discipline at a large university in the southwestern United States. The research questions focused on understanding how adjunct English faculty conceptualize and understand scholarship within their discipline, engage in scholarly activities, understand and believe their reasons for engaging in scholarly activities, and experience, interpret, understand, and navigate obstacles to engaging in scholarship. Twelve adjunct English faculty were interviewed for this qualitative narrative inquiry. The theoretical framework of Ernest Boyer's model of scholarship was utilized in this study. The data were analyzed using descriptive and pattern coding techniques, thematic analysis, and general narrative analysis. The theoretical implication of this study is that adjunct English faculty and those without terminal degrees are mostly engaged in "the scholarship of teaching and learning" and scholarly activities that fall into that category, and adjunct faculty members want support and resources to engage in scholarship. Additional research is warranted on support systems for adjunct faculty to engage in research, teaching, and service. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580180 Adjunct English Faculty and Their Engagement in Scholarship: A Narrative Inquiry ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-7939-6 298 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637811 2018 As Provided JAN2020

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No Online Courses Blended Learning Educational Technology Technology Uses in Education Meta Analysis Statistical Analysis Comparative Analysis Teaching Methods Conventional Instruction Effect Size Peer Influence Student Centered Learning Feedback (Response) Learning Strategies Teacher Role Student Evaluation Accountability Wandera, Silas Dissertations/Theses - Doctoral Dissertations EISSN- English This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p <0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90% reported in studies included: accountability (100%), multiple assessments (92%), feedback (92%), and multiple learning ways (92%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, & Abrami, 2014a, 2014b; Means, Toyama, Murphy, & Baki, 2013; Vo, Zhu, & Diep, 2017; Zhao, Lei, Yan, Lai, & Tan, 2005). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580181 Continuing the Conversation about Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017 ProQuest LLC Ed.D. Dissertation, Wilmington University (Delaware) 2017-00-00 978-0-3553-8421-5 147 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:10637800 2018 As Provided JAN2020

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Yes Check Lists Feedback (Response) Conferences (Gatherings) Teacher Administrator Relationship Observation Principals Public School Teachers Elementary Secondary Education Academic Achievement Grades (Scholastic) Faculty Development Educational Quality Regression (Statistics) Statistical Significance Statistical Analysis Mihaly, Kata Schwartz, Heather L. Opper, Isaac M. Grimm, Geoffrey Rodriguez, Luis Mariano, Louis T. Reports - Research Numerical/Quantitative Data New Mexico Regional Educational Laboratory Southwest (ED) National Center for Education Evaluation and Regional Assistance (ED) SEDL English Elementary Secondary Education Most states' teacher evaluation systems have changed substantially in the past decade. New evaluation systems typically require school leaders to observe teachers' classrooms two to three times a school year instead of once (Doherty & Jacobs, 2015). The feedback that school leaders provide to teachers after these observations is a key but understudied step in the teacher evaluation cycle. The feedback and subsequent professional development are intended to help teachers change their instructional practices and improve student achievement (Correnti & Rowan, 2007; DeNisi & Sonesh, 2011; Taylor & Tyler, 2012). However, little is known about the feedback that school leaders provide to teachers following classroom observations or about how to train leaders to make that feedback more effective. This study examined the impact of disseminating a detailed checklist intended to structure an effective feedback conference between a school leader and a teacher following a classroom observation. The feedback conference checklist is a modified version of one created by the Carnegie Foundation for the Advancement of Teaching (Tang & Chow, 2007). The checklist, along with short testimonial videos, was a low-cost, low-intensity intervention provided to a randomly selected half of 339 participating New Mexico principals in fall 2015 by the study team. These principals' schools constituted the treatment group. Principals in the treatment group schools received an email with an attachment containing a guide and a 24-item feedback conference checklist, plus a hyperlink to a three-minute testimonial video featuring a principal. Principals were encouraged to distribute the checklist to other school leaders and to use the checklist in all their feedback conferences in the 2015/16 school year. Principals were also asked to distribute the checklist to all their teachers in order to promote greater teacher participation in the feedback conference. The study team also emailed the same checklist plus a hyperlink to a three-minute testimonial video featuring a teacher to up to 10 randomly sampled teachers in each treatment group school. The other half of the principals in the study schools formed the control group. Each of the control group principals received a two-page principal guide as an email attachment in fall 2015. The two-page guide reprised the five tips about feedback included in the summer 2015 New Mexico Public Education Department--sponsored professional development for principals and informed principals about the study. In addition, the study team sent up to 10 randomly sampled teachers in each control group school a two-page teacher guide summarizing the teacher evaluation system (Skandera, 2013) and teachers' right to receive post-observation feedback. All principals and teachers in both the treatment group and the control group who consented to be in the study were asked to complete an online survey (one for principals, another for teachers) in spring 2015 and again in spring 2016. The main outcomes of the study were principals' and teachers' reports of the impacts of the checklist and testimonial video on the perceived quality of feedback conferences following formal classroom observations; principals' recommendations for and teachers' take-up of professional development; and the quality of teachers' subsequent instructional practices as measured by principals' formal classroom observation scores and teachers' self-reported scores. Additional exploratory outcomes included the impact of the checklist on student achievement (school-average math and English language arts scores on the Partnership for Assessment of Readiness for College and Careers assessment) and school report card grades (reported as an A, B, C, D, or F of multiple measures of a school's student achievement) compiled annually by the New Mexico Public Education Department. The study also documented how many recipients reported using the checklist and what they thought about it. The checklist had few clear impacts on the quality of feedback, professional development outcomes, instructional practice, or student achievement. There were two exceptions: teachers who received the checklist reported that their principals were less likely to dominate the feedback conferences, and they reported that they were more likely to follow their principal's professional development recommendations. Use of the checklist in the treatment group was moderate: 77 percent of principals surveyed who received the checklist reported viewing it, and 58 percent said they used it with one or more teachers. At the same time, 29 percent of control group principals (who were not emailed the checklist) reported that they had seen the checklist, and 10 percent reported using it with one or more teachers. The relatively moderate use of the checklist by treatment group principals, combined with the reports by some control group school leaders that they were using it, implies that the estimated impacts of using the checklist would be larger than the estimated impacts of receiving it. Though distribution of the feedback conference checklist to principals and teachers had a few modest impacts, this study indicates that distributing the checklist is unlikely by itself to substantially alter feedback conferences, teachers' classroom practices, or student achievement, at least during the first school year in which the checklist is used. This study suggests that only a fraction of school leaders are likely to use the checklist if it is distributed in the low-cost manner followed in this study. But the checklist may also have failed to help principals overcome common barriers to effective feedback, such as providing critical comments to teachers or recommending appropriate professional development. The study results raise the possibility that additional (or different) investments might be necessary to improve school leaders' feedback conferences with teachers--for example, pairing training with written guidance. ED580182 Impact of a Checklist on Principal-Teacher Feedback Conferences Following Classroom Observations. REL 2018-285 Regional Educational Laboratory Southwest 2018-01-00 72 Regional Educational Laboratory Southwest. 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 2018 44 ERIC JAN2020 Yes EDIES12C0012 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=457

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Yes Synchronous Communication Electronic Learning Online Courses Distance Education Foreign Countries Comparative Analysis Graduate Study Information Technology Portuguese Interaction Marques, Bertil P. Carvalho, Piedade Escudeiro, Paula Barata, Ana Silva, Ana Queiros, Sandra Speeches/Meeting Papers Reports - Descriptive Portugal (Lisbon) English Higher Education Promoted by the significant increase of large scale internet access, many audiences have turned to the web and to its resources for learning and inspiration, with diverse sets of skills and intents. In this context, Multimedia Online Open Courses (MOOC) consist in learning models supported on user-friendly web tools that allow anyone with minimum computer literacy to get involved. Although this model is popular abroad, it is not commonly used in the Portuguese Higher Education scenario. Therefore, this paper presents a proposal for structuring in a MOOC an already validated set of post-graduation courses in the field of Information and Communication Technologies applied to education in Portuguese. This paper also aims to establish a threshold for perfect MOOC framing in higher education contexts. The Quantitative Evaluation Framework (QEF) approach was selected for this evaluation to highlight the strengths and limitations of the Post-graduations in Technologies and Computing Applied to Education. With this project we intend to contribute for promoting education professionals' personal training at distance, in a stimulating, interactive and flexible environment, giving access to knowledge to innumerable amount of professionals who might not have access to these courses with adjustable schedules, and real life validation (and accreditation). [For the complete proceedings, see ED579335.] ED579389 Post Graduations in Technologies and Computing Applied to Education: From F2F Classes to Multimedia Online Open Courses International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 18 As Provided JAN2020

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Yes Foreign Countries Best Practices Electronic Learning Higher Education Computer Uses in Education Educational Practices Barriers Obuekwe, Grace Ifeoma Eze, Rose-Ann Ifeoma Reports - Evaluative Speeches/Meeting Papers Nigeria English Higher Education The importance of e-learning in our educational system as well as the nation's development cannot be over-emphasized. The use of e-learning in impartation and acquisition of knowledge by lecturers and students is becoming a vital tool in meeting the demands of education in the 21st century. The paper is aimed at exploring the prospects and challenges of e-learning towards promoting best practices in university education in Nigeria. It was discovered that effective communication between lecturers and students is enhanced through e-learning which has the potential to make learning to be realized faster and more efficiently than existing learning methods. However, literature revealed that the major challenges to e-learning remain that the various technologies used do not make provision for people who are visually impaired; unavailability of the equipment such as computers, digital technology, and internet for proper utilization due to cost; irregular supply of electricity, lack of both technical and social skills required for the implementation of e-learning. Recommendations made include the development of voice based e-learning applications for the visually impaired faculties and learners; recruitment of indigenous IT professionals for the development of low cost software packages; provision of incentives for private and non-governmental organisations that contribute to e-learning in Nigerian universities; Webinars, drills and workshops that engage participants in the active use of and development of e-learning technologies should be instituted at intervals. [For the complete proceedings, see ED579335.] ED579390 Promoting Best Practices in Teaching and Learning in Nigerian Universities through Effective E-Learning: Prospects and Challenges International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 15 As Provided JAN2020

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Yes Benchmarking Universities Institutional Evaluation Reputation Comparative Education Educational Quality Foreign Countries Periodicals Web Sites International Education Research Faculty Publishing Criticism Institutional Advancement Research Reports Li, Xinchao Thige, Joseph Muiruri Journal Articles Reports - Research China ISSN-2222-1735 English Higher Education This paper collates research on global ranking through U.S.News.com in relation to Jiangsu University's nonappearance in global ranking of higher education institutions. The author critiques the Academic set up of the University in comparison with universities Ranked as World Class. The author navigates the study largely through descriptive and critical synthesis of published research and their variances. He explains how these measures improve the performance and ranking position of a Higher Education Institution (HEI). Looking at the international ranking systems in the world, and zeroing down to U.S.News.com; the author puts out the theory of all departments' focus on generating quality research, high quality publications and internationalization to meet the demands of World University ranking by addressing the Gap in Jiangsu University (JU) and how to close it. ED579140 Benchmarking Jiangsu University to Improve Its Academic Ranking Online Submission Journal of Education and Practice v8 n29 p178-187 2017 2017-00-00 10 N/A 2018 42 As Provided JAN2020

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No Partnerships in Education Teacher Orientation Urban Schools Praxis Beginning Teachers Public School Teachers Teacher Education Programs Criticism Classroom Techniques School Community Relationship Dialogs (Language) Low Income Students Minority Group Students Middle School Students Kennedy, William Dissertations/Theses - Doctoral Dissertations Illinois (Chicago) EISSN- English Middle Schools This research explores the Critical Dialogue that I facilitated and engaged in as part of a dialogic Praxis cycle with four first year teachers in Chicago Public Schools, all graduates of the critical and urban-focused teacher education program where I am an instructor. Using a Freirean conception of dialogue, I engaged in third space Critical Dialogue Partnerships with each teacher, five times over the course of the school year. Our dialogues focused specifically on the critical analysis of their attempts to engage in classroom instruction from the "curricular standpoint" (Au, 2012) of the low income students of color in their middle school classrooms as well as their attempts to develop a dialogic Critical Care with the various members of their school community--students, fellow teachers, administrators, parents and families, and community members. Through this Critical Dialogue process, explicit attention was given to how the teacher participants confronted hegemonic socialization, in its various forms, as teachers in urban schools situated within the context of US Schooling. Using Practitioner Inquiry, I examined our transcribed dialogues to consider the ways that new teachers described their struggles and successes engaging in Critical Dialogue with the members of their school community. Together, we found that Critical Dialogue was easier when there was support amongst other school community members or structures that facilitated dialogue within the institution of the urban school. Conversely, in school communities where dialogue was actively silenced or dismissed, the teacher participants struggled to enact the approaches to teaching they believed in and had been educated to enact. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579141 Nurturing Critical Dialogic Partnerships: A Praxis for Teacher Induction with/in Urban School Communities ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7734-3 199 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:10644499 2018 As Provided JAN2020

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No Educational Technology Secondary School Teachers High Schools Technology Integration Institutional Characteristics Teacher Characteristics Self Efficacy Teacher Attitudes Questionnaires Interviews Correlation Statistical Analysis Ott, Jeran Louis Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Increased access to technology has changed the current educational landscape and, will dramatically affect the future of education. These shifts are redefining the roles of educators and require that teachers have the attributes necessary to legitimately incorporate technology into the classroom. The purpose of this study is to examine existing characteristics of teachers employed at Minarets High, which uses a 1-to-1 and project-based curriculum, to determine if there are any relationships between the selected measures. The research questions are: (1) What teacher and district/school factors allow for effective technology integration? Specifically, (a) What relationship, if any, exists between teachers' sense of self-efficacy and teachers' attitudes toward instructional technology?; (b) What relationship, if any, exists among the factors of teachers' sense of self-efficacy (Student Engagement, Instructional Practice and Classroom Management) and Student Productivity?; and (c) What district/school factors, if any, promotes the use of technology in the classroom by and for students? Based on the literature review on the topic of teacher self-efficacy and attitudes toward technology, research was conducted using questionnaires to quantify the existence and extent of any relationships between teachers' self-efficacy and attitudes, follow-up interviews were used to identify various school and district factors that promote the use of technology in the classroom. The data were analyzed using descriptive statistics, Pearson-r correlations, and through the coding of interviews. There were 16 surveys and 9 interviews. The study did reveal the high self-efficacy and positive attitude that teachers have towards technology. Through interviews, attributes were identified and the "Technology Integration Framework at Minarets" was developed to visualize the creation of an "atmosphere" of learning at Minarets. The outcome of this research suggests that the integration of technology into the modern-day classroom goes much deeper than merely purchasing hardware for the teachers and students to use. The findings show that beyond access there are many other factors that affect the student learning experience. The study revealed an intricate system of "Student Experience Influencers" that is required for Minarets to provide this unique learning space. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580183 A Study on the Impact of Teacher Attitude/Efficacy on the Use of Classroom Technology ProQuest LLC Ed.D. Dissertation, Pepperdine University 2017-00-00 978-0-3553-7935-8 180 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:10637465 2018 As Provided JAN2020

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No Vocational Education African American Students Learning Disabilities Statistical Analysis Comparative Analysis Outcomes of Education High Schools College Preparation High School Graduates Graduation Rate Employment Postsecondary Education Walker, Tara D. Dissertations/Theses - Doctoral Dissertations Georgia EISSN- English High Schools Career and technical education (CTE) programs have been a part of secondary education reform efforts in Georgia aimed at closing the achievement gaps among disadvantaged groups and preparing all students to be college and career ready. The problem is African-American students with learning disabilities (AASWLD) continue to have worse postsecondary outcomes than their counterparts. The purpose of this causal-comparative, quantitative study was to compare the postsecondary outcomes of AASWLD between their completion of a CTE and traditional high school program to determine rates of postsecondary success. Data was extracted from Georgia Department of Education (GADOE) website and other state-related agencies publicly available files. A chi-square test of independence was used to determine if there was a statistical association of postsecondary success between AASWLD traditional high school college-preparatory program completers and CTE program completers. A statistically significant association was found between attendance rate and school type (chi [superscript 2] = 31.862, df = 2, p < 0.05) with higher rates of attendance among CTE AASWLD. State data collection processes prevented a statistical test of association from being performed for all hypotheses. Alternatively, an analysis of available data was conducted and indicated graduation rates for CTE were higher for African-Americans and SWD when compared to traditional school and overall state graduation rates. Irrespective of school type African-American had lower graduation rates and received non-diploma credentials at higher rates across all races/ethnicities. Postsecondary outcomes of SPP Indicator 14 indicated that a year after graduation AASWLD had higher rates of being competitively employed and enrolled and/or participated in other postsecondary education/training at higher rates across all races/ethnicities. The findings indicate that participation and completion of CTE program of study may have greater potential for improving postsecondary outcomes for AASWLD than traditional high school program only. It is recommended that data collection processes should include additional disaggregation, as well as addressing a way to identify graduates as a CTE completer as part of SPP Indicator 14. CTE school programs may have the potential to improve the postsecondary outcomes of AASWLD and may be a more appropriate means in addressing some of the barrier related issues experienced by AASWLD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580184 Transition Planning for African-American Learning Disabled Students: Are Career and Technical Education Schools the Key to Postsecondary Success? ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-1578-0 145 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:10637744 2018 As Provided JAN2020

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Yes Foreign Countries Electronic Learning Virtual Classrooms Case Studies Problem Based Learning Constructivism (Learning) Case Method (Teaching Technique) Integrated Learning Systems Undergraduate Students Health Sciences Wright, Graham Cillers, Liezel Van Niekerk, Elzette Seekoe, Eunice Reports - Research Speeches/Meeting Papers South Africa Africa International Association for Development of the Information Society (IADIS) English Higher Education This paper is a review of eLearning using Blackboard as a Virtual Learning Environment (VLE) to identify the future development of the VLE within the Faculty of Health Sciences at the University of Fort Hare. The paper uses a case study approach to identify problems associated with the implementation of VLE's in Sub-Saharan Africa. Problem-Based Learning (PBL) and Case-Based Learning (CBL) are both based on a constructivist learning model that is used in many Health Faculties to underpin undergraduate and postgraduate education. All over the developed world, Higher Education Institutions (HEI) have introduced online learning systems, and this has been repeated in Sub-Saharan Africa during the last decade alongside student-focused curriculum designs. The challenges of producing harmony between the classroom and electronic learning environments are discussed within the case study. The paper concludes that there is a need to explore the tools and applications available to enable student focused and initiated interfaces with "Blackboard Learn" to support the implementation of an environment suitable for PBL and CBL. [For the complete proceedings, see ED579335.] ED579391 The Next Stage of Development of eLearning at UFH in South Africa International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017). 2017-07-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 29 As Provided JAN2020

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Yes Electronic Learning Educational Games Artificial Intelligence Computer Science Education Instructional Effectiveness College Students Instructional Innovation de Castro-Santos, Amable Fajardo, Waldo Molina-Solana, Miguel Reports - Research Speeches/Meeting Papers International Association for Development of the Information Society (IADIS) English Higher Education Our students taking the Artificial Intelligence and Knowledge Engineering courses often encounter a large number of problems to solve which are not directly related to the subject to be learned. To solve this problem, we have developed a game based e-learning system. The elected game, that has been implemented as an e-learning system, allows to develop Artificial Intelligence Decision Making Systems of very diverse complexity level. The e-learning system discharges the students of doing work not directly related with the Artificial Intelligence and Knowledge Engineering problems. This way, students can try their development and self-evaluate their progression level. The results obtained after using this e-learning system with the students (during the Artificial Intelligence and Knowledge Engineering course) show a substantial improvement in students' learning outcomes. [The authors thank the Secretariat for Teaching Innovation of the University of Granada for the funding provided for the development of this project. For the complete proceedings, see ED579335.] ED579392 A Game Based e-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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Yes Data Collection Data Analysis Job Skills Surveys Business Higher Education Skill Development Supply and Demand Role Lifelong Learning Change Interdisciplinary Approach Data Employment Qualifications Decision Making Problem Solving Financial Support Educational Finance Information Technology Interpersonal Competence Reports - Evaluative Numerical/Quantitative Data Business-Higher Education Forum PwC English Higher Education Increasingly US jobs require data science and analytics skills. Can we meet the demand? The current shortage of skills in the national job pool demonstrates that business-as-usual strategies won't satisfy the growing need. If we are to unlock the promise and potential of data and all the technologies that depend on it, employers and educators will have to transform. This joint report from BHEF and PwC provides groundbreaking data science and analytics market intelligence informed by a Burning Glass Technologies workforce analysis and real-time survey data of business and higher education leaders from Gallup. The findings of this report document the emergence of the hybrid economy, in which companies in all sectors have become increasingly digital-intensive organizations. It also recommends eight actions for change to put the supply of skills in balance with the demand. ED580877 Investing in America's Data Science and Analytics Talent: The Case for Action Business-Higher Education Forum 2017-04-00 28 Business-Higher Education Forum. 2025 M Street NW Suite 800, Washington, DC 20036. Tel: 202-367-1189; Fax: 202-367-2269; e-mail: info@bhef.com; Web site: http://www.bhef.com N/A 2018 0 As Provided JAN2020

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No Foreign Countries Skills Supply and Demand Access to Education Postsecondary Education Adults Barriers Labor Market Females Youth Innovation Governance Policy Investment Evaluation Numerical/Quantitative Data Reports - Research Italy Organisation for Economic Cooperation and Development (OECD) (France) English Postsecondary Education Skills demands are increasing and changing rapidly everywhere, as advanced economies adapt to globalisation, technological change and ageing. Yet Italy is struggling more than other advanced economies to make the transition towards a thriving and dynamic skills-based society. The Organisation for Economic Cooperation and Development (OECD) Skills Strategy Diagnostic Report: Italy identifies 10 skills challenges for Italy based on analysis of OECD, European Commission, and national data, as well as input received from the national government and a wide range of stakeholders, including individuals, entrepreneurs, employer associations, trade unions, education providers, and researchers. The hope is that this report will help Italy to achieve sustainable growth, prosperity, and inclusion by fostering a national conversation on skills challenges, assets, and aspirations. Success will ultimately depend on all actors working together to achieve a common goal. As ever, the OECD stands ready to contribute to ongoing efforts in designing and implementing better skills policies for better jobs and better lives. Individual chapters provide references and notes. ED580878 OECD Skills Strategy Diagnostic Report: Italy 2017 OECD Publishing 2017-00-00 280 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A https://www.oecd.org/skills/nationalskillsstrategies/Diagnostic-report-Italy.pdf 2018 ERIC JAN2020

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No Multiple Literacies Literacy Education International Organizations Scholarship Instruction Educational Research Discourse Analysis Multilingualism Electronic Publishing Video Games Serafini, Frank, Ed. Gee, Elisabeth, Ed. Books Reports - Research Collected Works - General English Bringing together renowned scholars in literacy education, this volume offers the first comprehensive account of the evolution and future of multiliteracies pedagogy. This groundbreaking collection examines the rich contributions of the New London Group (NLG)--an international gathering of noted scholars who met in 1996 and influenced the direction of literacy scholarship for decades to come. With a focus on design and multimodality as key concerns in literacy pedagogy, these ideas have become even more salient as literacy has become intertwined with digital technologies. The essays in this book not only provide an overview of the fundamental ideas of NLG and their importance across literacy, communications, and media studies, but also explore how these concepts have been adapted by today's educators to better prepare students for a rapidly changing, globalized world. This book: (1) identifies the major contributions of the NLG and suggests why and how it has been so influential; (2) includes chapters from original members of NLG, as well as contemporary scholars working with the concept of multiliteracies; and (4) describes pedagogical approaches and their implications for instruction. Following an Introduction by Frank Serafini and Elisabeth Gee, the following chapters are presented: (1) A Personal Retrospective on the New London Group and Its Formation (James Paul Gee), Rejoinder: The New London Group: A Short Look Forward (Kewman Lee); (2) Multiliteracies: Meaning-Making and Learning in the Era of Digital Text (Bill Cope, Mary Kalantizis, and Sandra Schamroth Abrams); (3) Documenting and Transferring Meaning in the Multimodal World: Reconsidering "Transcription" (Katharine Cowan and Gunther Kress); (4) Multiliteracies and Multilingualism in Action: An Intergenerational Inquiry Through a Poetry Translation Program (Jie Y. Park, Sarah Michaels, Elvis Arancibia, Saint Cyr Dimanche, Deborah Diaz Lembert, Abby Moon and Kevin Sanchez); (5) Around and Around We Go: Layering Turns into the Multiliteracies Framework (Jennifer Rowsell and Julianne Burgess); (6) Intersecting Intellectual Trajectories: Multiliteracies and Critical Discourse Analysis (Rebecca Rogers and Lina Trigos-Carrillo); (7) A Multimodal Perspective on Touch, Communication, and Learning (Carey Jewitt); (8) Designing Pedagogies for Literacy and Learning Through Personal Digital Inquiry (Julie Coiro, Carita Kiili, and Jill Castek); (9) Video Games, Distributed Teaching and Learning Systems, and Multipedagogies (Jeffrey B. Holmes); (10) What Scholars of Multiliteracies Can Learn from Embodied Cognition (Mary B. McVee, James R. Gavelek, and Lynn E. Shanahan); (11) The Expression of Multiliteracies and Multimodalities in Play (Karen E. Wohlwend; (12) Imagination, Creativity, and Design (Dawnene D. Hassett and Christiane L. Wood); (13) Epilogue--Exciting Times for New Scholars: Doctoral Students Consider the Past and the Future of Multiliteracies Research and Pedagogy (Dani Kachorsky, Maria Goff, Lori A. Talarico, Olivia G. Stewart, Megan Hoelting, Kelly M. Tran, Kewman Lee, and Kristin Elwood). ED580879 Remixing Multiliteracies: Theory and Practice from New London to New Times. Language and Literacy Series Teachers College Press 2017-07-14 978-0-8077-5864-9 224 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/remixing-multiliteracies-9780807758649 2018 ERIC JAN2020

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Yes College Freshmen Student Financial Aid Federal Aid Student Loan Programs Longitudinal Studies Postsecondary Education Loan Repayment Undergraduate Students Financial Aid Applicants Data Collection Privacy Cohort Analysis Weighted Scores Statistical Analysis Grants Loan Default Trend Analysis Smith, Nichole D. Duprey, Michael A. Reports - Research Numerical/Quantitative Data Stafford Student Loan Program Pell Grant Program Beginning Postsecondary Students Longitudinal Study National Center for Education Statistics (ED) RTI International English Higher Education The 2015 Federal Student Aid Supplement (FSA Supplement), directed by the National Center for Education Statistics (NCES) at the U.S. Department of Education (ED), is a collection of federal student loan data intended to augment the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01) and the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). This data file documentation (DFD) report provides guidance and documentation to users of the 2015 Federal Student Aid Supplement (FSA Supplement), which contains long-term federal student aid and loan repayment information from the National Student Loan Data System (NSLDS), the U.S. Department of Education's (ED's) central repository for administering and tracking federal financial aid. This collection of administrative records augments data in the 1996 and 2004 Beginning Postsecondary Students Longitudinal Studies (BPS:96/01 and BPS:04/09). ED579142 2015 Federal Student Aid Supplement for the 1996 and 2004 Beginning Postsecondary Students Longitudinal Study Cohorts. Data File Documentation. NCES 2018-409 National Center for Education Statistics 2017-10-00 86 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 7 ERIC JAN2020 Yes EDIES09C0039 ED576515

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No African American Students Two Year College Students Two Year Colleges Qualitative Research Writing (Composition) Writing Skills Basic Skills Student Experience Expectation Comparative Analysis Khan, Sakeena Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges This dissertation study has sought to understand both the experiences and expectations provided to students participating in a single basic writing course at a two-year college. Analysis of student writing artifacts, with the goal of comparing 21st century student written purpose with the written purposes shown in 19th century African American writings undergirds the study. This study enacts qualitative methodology, three data sources were used to inform the study's questions: observation, interview and analysis of writing. Study results provide cogent information that show several factors competing against one another in a course that is paradoxically labeled basic and developmental. Observations of class discourse, participant interviews and analysis of student writings show that students expected that instruction emphasize the basic skills of writing. In spite of this, students suggest the basic writing experiences in the course countered their expectations. Equally, students participating in this course wanted strengthening of writing skills and expansion of knowledge--content knowledge and writing technique. The basic expectations of the course barred this type of expansion, thereby offering students partial writing benefit. Taking from the historical writing purpose of 19th century writings, this dissertation offers a reconfigured view on basic and developmental 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.] ED579143 Writing Experiences and Expectations of African American Students: Two Year College Composition Course ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7736-7 241 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10644501 2018 As Provided JAN2020

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No Case Studies Educational Needs Refugees Immigrants International Education English (Second Language) Second Language Learning Elementary School Teachers Teacher Education Culturally Relevant Education Elementary School Students Foreign Countries Teacher Attitudes Self Efficacy Social Cognition Teaching Methods Teacher Student Relationship Language Usage Holistic Approach Interviews Focus Groups Coding Classification Social Integration Perspective Taking Snow, Victor Adams Dissertations/Theses - Doctoral Dissertations Germany EISSN- English Elementary Education Teachers worldwide are adapting to meet educational needs caused by increased immigration. Germany has many immigrant students and ranks high in international education. This case study investigated experiences of English-speaking native-born German educators in Germany's public primary schools when responding to refugee and immigrant students. Experiences when responding means how educators interact with immigrant students in school settings and perceive their own preparation and abilities to create desired outcomes using culturally relevant pedagogy (CRP). Bandura's (1977) social cognitive theory explains how teachers use their experiences to identify problems, and then seek instruction or learn on their own to better implement CRP, based on what they perceive is relevant. The central research question asked what are the experiences of English-speaking native-born German educators in Germany's public primary schools when responding to refugee and immigrant students. German educators were studied at Grundschulen, public schools for grades 1 through 4, and one Gesamtschule for grade 5, in the German states of Baden-Wurttemberg, Bavaria, and Hessen. Data came from 13 educators via focus groups, in-depth interviews, and direct observations made at the school. Data analysis used a holistic approach to evaluate the background conditions and describe the case, reading and memoing provided ideas and themes, and open coding assisted in the categorical aggregation to organize themes. The study found that English-speaking native-born German educators in Germany's public schools (a) value immigrant and refugee students, (b) do not often have or rely upon multicultural training, (c) use specific teaching methods for immigrant and refugee students, (d) experience many issues with immigrant and refugee students' parents, (e) balance open-mindedness with clear expectations for integration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580672 A Case Study of English-Speaking Native-Born German Public School Educators' Experiences with Refugee and Immigrant Students ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3552-4688-9 165 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:10616679 2018 As Provided JAN2020

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No Church Related Colleges Veterans Education Student Experience Student Attitudes Student Adjustment Nontraditional Students Interviews Nonverbal Communication Student Financial Aid Student Personnel Services Faculty Advisers Teacher Role Staff Development Access to Education Qualitative Research Durbin, Beth Dissertations/Theses - Doctoral Dissertations Alaska EISSN- English Higher Education With the inception of the Post 9/11 GI Bill in 2009, college and universities are seeing more veteran students attending college to earn their degree. The problem was that college and universities have seen a larger number of veteran students attend their institute of higher learning, so services needed to be in place for the veteran students and the issues they could bring with them. The purpose of this qualitative narrative inquiry study was to document the stories of these veteran students' transition to University and their perceptions and experiences with student services provided at one private faith-based Alaskan University. Participants were chosen using purposeful sampling to identify nine students who were older than 18, a military veteran, and attending one campus of an Alaskan faith-based university, and data collection consisted of one-on-one interviews and observations of non-verbal cues. Data analysis employed narrative coding to determine critical events and emergent themes. Three major theme findings included (a) financial aid staff guided effective use of VA benefits, (b) access and support from student services staff were important to veteran student success, and (c) no services missing due to commitment of staff and advisors. Two recommendations for practice called for both private and public college and university administration to adequately train financial aid staff on VA benefits and to open a veteran center or veteran office to improve access and customized support for veteran students. Two recommendations for future research included (a) a qualitative case study to further explore theme 2, and (b) a quantitative comparative study to examine and operationalize theme 3. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580673 A Qualitative Study of Veteran College Students and Student Service Quality at an Alaskan Faith-Based University ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-6479-5 103 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:10639226 2018 As Provided JAN2020

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No African Americans Women Administrators School Administration Inclusion Labor Turnover Ethnography Alienation Work Experience Educational Experience Content Analysis Critical Theory Race Elementary Secondary Education Participatory Research Action Research Steele, Aimy Shantell La'Nae Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education Information regarding school administrator quality, impact, and effectiveness exists in abundance (Bloom & Erlandson, 2003; Eagly, Karau, Johnson, 1992; Simien, 2005). There are few studies and research about the career development of Black female school administrators particularly and appropriate retention strategies that yield results encouraging them to remain in the field after having reported experiencing social exclusion and alienation while in their roles of leadership (Anderson, 1988; Tillman, 2004; Mertz & McNeely, 1998; Horsford & Tillman, 2014). Personally speaking, after having years of childhood experiences of social inclusion, I was unaware of what social exclusion felt like until I became an adult trying to navigate the world of educational leadership after having been a classroom teacher for four years. This study addresses my journey and its impact on how I viewed my early school administrator experiences as well as my decision to remain in the profession year after year utilizing autoethnography design. This dissertation research focuses on my K-12 schooling, early teaching, and school administrator experiences as a child evolving into the Black female identity, specifically in educational settings. I examine interactions of social inclusion and exclusion and their impact on my journey toward a career as a school principal as well as within my current daily job as an administrator. Utilizing the content contextual analysis strategy to triangulate participant narrative essays, journals, school year calendars, culture grams, and timelines, I found there were three prevailing global super themes that emerged repeatedly with multiple indicators. The three themes include (1) Being bothered or annoyed; (2) "Job as" expressing the functionality of my job; & (3) Advocacy for causes. I provide context for the role of social inclusion or exclusion in each global super theme as well as barriers to entering educational leadership for Black female school leaders. Critical Race Theory (CRT) is the framework I use to contextualize the autoethnography design and the inclusion of personal narrative as well as Participant Action Research (PAR) to identify the triumphs and barriers in my quest for leadership such as isolation, marginalization, and lack of support. The findings inform the coaching, training, mentoring, and strategies for retention which I recommend for Black female administrators by local education agencies (LEA) across K-12 spectrums. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580185 My Social Inclusion and Exclusion as a Black Female School Administrator and Factors Affecting My Retention: An Autoethnographic Study ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Charlotte 2017-00-00 978-0-3554-4080-5 149 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:10637887 2018 As Provided JAN2020

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No Adults Males Trauma Counseling Qualitative Research Attitudes Semi Structured Interviews Counselor Training Supervision Pullen, Annette M. Dissertations/Theses - Doctoral Dissertations EISSN- English This generic qualitative inquiry explored the perceptions of adult males regarding their counseling for trauma experiences. Through that exploration, literature was enhanced considering the information processing theory. Individual interviews of 10 men were conducted using semi-structured, open-ended questions. Braun and Clarke's thematic analysis was applied in analyzing the collected data. The generic qualitative inquiry delivered intense descriptions and analyses of each of the participants' perceptions about their counseling for trauma experiences. The findings bring insight to the field of counselor education and supervision relevant to the specific counseling needs of adult males who have received counseling for trauma. As well, the study illuminated the necessity for training specific to working with males who seek counsel for trauma. The suggestions and recommendations of this study extend to training counselors, counselor educators, supervisors, and the counseling profession 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.] ED580186 Perceptions of Adult Males Who Participated in Counseling for Trauma: A Generic Qualitative Study ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-0074-8 176 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:10637897 2018 As Provided JAN2020

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Yes Foreign Countries Comparative Education Computer Assisted Testing Teacher Attitudes Student Attitudes College Students College Faculty Likert Scales Attitude Change Berber, Aslihan García Laborda, Jesús Journal Articles Reports - Research Tests/Questionnaires Turkey (Istanbul) Spain EISSN- English Higher Education There are different opinions about using technology in the assessment field of education regarding computer-assisted assessments. People have some concerns such as its application, reliability and so on. It seems that those concerns may decrease with the developing technology in the following years since computer-based testing programs are gradually getting better in terms of reliability and utility. This research aims to determine Turkish teachers' and students' perceptions towards computer assisted testing comparing the results with Spanish students' and teachers' perceptions. In this study, testing and assessment are used interchangeably even though some researchers accept these terms separately. The result of this study is crucial for educators in Turkey because computer-assisted assessment is being tried to be applied in Turkish schools. It is crucial to be aware of educators' and students' perceptions towards it. ED579144 Turkish Teachers' and Students' Perceptions towards Computer Assisted Testing in Comparison with Spanish Teachers' and Students' Perceptions Online Submission World Journal on Educational Technology v7 n2 p99-106 2015 2015-00-00 8 T 2018 27 As Provided JAN2020

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No Mathematics Teachers Teacher Educators Knowledge Base for Teaching Case Studies Preservice Teacher Education Elementary School Teachers Interviews Observation Data Analysis Goal Orientation Educational Attitudes Ideology Evidence Based Practice Educational Objectives Veselovsky, Aleksandra Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their practice? Using a multiple case-study research design, this study examined the professional work of four MTEs as they planned for, taught, and reflected on mathematics content courses for pre-service elementary teachers. Across one semester, data were collected from multiple sources, including interviews, classroom observations, and documents. Data were analyzed within a goals-knowledge-practice framework. For each of the four instructors, the framework portrays the complex and interactive nature of their knowledge, goals, and practice. Key to understanding these complex interactions was understanding the role of various ideologies--about teaching, about learning, about students, about practice, about knowledge, and about mathematics--that were expressed by the MTEs in their narratives and actions. This study contributes to existing research on the knowledge base of mathematics teacher educators by presenting evidence-based understandings and characterizations of goals, knowledge, practices, and ideologies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579145 Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7801-2 238 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:10644567 2018 As Provided JAN2020

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Yes Public Schools Elementary Schools Secondary Schools School Districts Data Collection State Departments of Education Schools Data Analysis Information Management Public Agencies American Indian Education Disabilities Poverty Low Income Groups Urban Schools Research Methodology Educational Finance Surveys Glander, Mark Reports - Evaluative New York (New York) National Center for Education Statistics (ED) English Elementary Education The Common Core of Data (CCD) is a national statistical program that collects and compiles administrative data from SEAs covering the universe of all public elementary and secondary schools and school districts in the United States. The first CCD collection was for SY 1986-87. The predecessor to CCD was the Elementary and Secondary General Information System. The CCD includes five basic collections and several supplemental ones. The basic collections are divided into two main data content areas: nonfiscal (or universe) data and fiscal data. They are further divided into hierarchical levels (school, LEA, and state). This documentation addresses the three nonfiscal, universe data files, the methods, and editing procedures used in the nonfiscal, universe portion of the school year (SY) 2015-16 Common Core of Data (CCD) collection. The National Center for Education Statistics (NCES) will publish updated versions of this document with each school year collection. The CCD universe collection is a comprehensive listing of the public elementary and secondary schools and the local education agencies (LEAs) that administer and support them. The CCD includes directory, enrollment, and staffing data at state, LEA, and school levels. State education agencies (SEAs) report these data in a series of file submissions throughout the school year. ED579146 Documentation to the 2015-16 Common Core of Data (CCD) Universe Files. NCES 2017-074 National Center for Education Statistics 2017-12-00 54 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 0 ERIC JAN2020 Yes http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018052

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Yes Foreign Countries Psychological Patterns World Views Death Higher Education Content Analysis Cross Cultural Studies Religious Factors Confucianism Christianity Buddhism Educational Theories Philosophy Well Being Lee, Jeong-Kyu Reports - Research South Korea EISSN- English Higher Education This paper is to review what is happy death from the perspective of happiness education. To discuss this study logically, four research questions are addressed. First, what is the concept of human death? Second, what are life and death from the Eastern and the Western religious viewpoints? Third, what is happy death in terms of happiness education? Last, what are the implications of happy death for Korean higher education? To defend these research questions, a descriptive content analysis method will be used, with a cross-cultural approach. In order to discuss the questions, this paper is defined as the following: happy death is limited to Buddhism, Confucianism, Taoism, and Christianity. In particular, this paper is mainly focused on Suttanipata and Dhammapada in Buddhist Sutras, Analects and Mencius in Confucian Classics, Tao Te Ching and Zhungzi in Taoist Scriptures, and the Old Testament and the New Testament in the Christian Bible. The significance of this study is to provide basic theories and useful resources regarding happiness education for educational theorists and practitioners, finding the theories of happy death in the Eastern and the Western religions. Based on the results of this study, as Zhuangzi's saying, what has made one's life a good will make one's death also a good. That is, happy death depends closely or entirely on happy life. Finally, the author wishes that this academic paper would provide educational practitioners and theorists with basic theories and useful resources for happiness education and death education. ED579147 What Is Happy Death? From the Perspective of Happiness Education Online Submission 2018-01-01 31 N/A 2018 64 As Provided JAN2020

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Yes Foreign Countries Computer Games Video Games Educational Games Instructional Effectiveness Rural Areas Health Education Drug Therapy Information Dissemination Medicine Pretests Posttests Scores Outcomes of Education Questionnaires Structural Equation Models College Freshmen Least Squares Statistics Statistical Analysis Shiue, Ya-Ming Hsu, Yu-Chiung Journal Articles Reports - Research Taiwan ISSN-2304-1366 English Higher Education In recent years, considerable concern has arisen over the use of digital games as instructional tools in educational research. However, game-based learning not only enhances students' learning motivation and effectiveness, but also fosters knowledge transfer. Taiwanese people living in rural areas often receive health-related information through television and radio advertisements. However, a lack of correct information leads to incorrect medication usage. Therefore, the purpose of this study is the practical development of a digital game related to correct medication usage. The technology acceptance model was applied to examine the impact of the game-based learning experience. The results showed that the post-test scores for correct medication usage were significantly higher than those obtained in the pre-test and indicated that the digital game could enhance students' learning effectiveness. In addition, perceived ease of use and usefulness had significant impacts on attitude toward the correct medication usage digital game. In conclusion, game-based learning significantly enhanced students' knowledge and abilities related to the correct usage of medication. ED579148 Digital Game's Impacts on Students' Learning Effectiveness of Correct Medication Online Submission International Journal of Management, Economics and Social Sciences v6 spec iss p157-165 2017 2017-00-00 9 N/A 2018 21 As Provided JAN2020

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Yes Foreign Countries Science Teachers Teacher Attitudes Opinions Outdoor Education Qualitative Research Semi Structured Interviews Science Teaching Centers Museums Environmental Education Phenomenology Science Process Skills Kubat, Ulas Journal Articles Reports - Research Turkey ISSN-2501-1111 English The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by recognizing the nature and the natural environment. Qualitative research method was used in this research. The study group of the research constitutes 16 science teachers. A semi-structured interview form was used as a data collection tool. According to the results of the research, most science teachers stated that they have taken their students to science centers and museums as the outdoor education environment in order for the students to be aware of the nature and the natural environment. They desired to use the outdoor learning environments, but the conditions of them are not appropriate. Teachers stated that they had problems in school-family cooperation, in-service training and obtaining legal permission. ED579149 Determination of Science Teachers' Opinions about Outdoor Education Online Submission European Journal of Education Studies v3 n12 p344-354 2017 2017-00-00 11 T 2018 20 As Provided JAN2020

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Yes Elementary Secondary Education Public Schools School Statistics Annual Reports School Districts Institutional Characteristics Administrative Organization Administrative Policy Enrollment Rate Teacher Recruitment Teacher Student Ratio National Standards Tables (Data) Educational Practices Glander, Mark Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED) English Elementary Secondary Education This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2015-16. Specifically, this report includes statistics that describe the following: (1) the numbers and types of public elementary and secondary schools and local education agencies2 (LEAs); (2) the operational status of schools and districts, including those that opened as new in SY 2015-16 or had closed since the prior school year; (3) student membership counts; (4) teacher counts; and (5) pupil/teacher ratios. The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The CCD is the primary NCES database on public elementary and secondary education in the United States. ED579150 Selected Statistics from the Public Elementary and Secondary Education Universe: School Year 2015-16. First Look. NCES 2018-052 National Center for Education Statistics 2017-12-00 26 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 2 ERIC JAN2020 Yes http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018052

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Yes Classical Music Foreign Countries Folk Culture Music Education Creativity Musical Instruments Music Techniques Surveys Likert Scales Avci Akbel, Burcu Reports - Research Journal Articles Turkey ISSN-2222-1735 English There is a necessity for listening to and even probing into the recordings of the performers who reached the level of mastery in the performance of Turkish Classical Music, which is based on master-apprentice relationship. In this sense, the recordings of Tanburi Cemil Bey, who opened a new era for the next generations with his performances, and especially his "taksims" (maqam improvisations) significantly manifesting his control over his instrument and his creativity, are of high importance. Tanburi Cemil Bey's "taksims," which have survived to this day through the recordings at hand, possess numerous elements to provide technical and musical development for cello learners. In this study, the etudes which may contribute to cello education have been written by taking these elements into consideration -in adherence to the melodies of Tanburi Cemil Bey-, also with bowing signs, fingering numbers, ornaments, etc. made available for cello education. Behaviors which each etude aims at providing are described with the explanations below the etudes. The purpose of this study is to help learners understand Tanburi Cemil Bey's technique, "tavir" (individual practice), "üslup" (style) in his cello "taksims," to enrich the "maqam" repertoire of the cello which can be used for methodical teaching purposes, and to contribute to the etude repertoire of the cello which is inadequate for use in Turkish Classical Music. The usability of the etudes created in frame of this study for cello education has been evaluated in line with the opinions of various stakeholders (instructors, students) in the field of cello education. ED579151 Stakeholder Opinions on Suitability of Cello Etudes Created from Taksims of Tanburi Cemil Bey in Education Online Submission Journal of Education and Practice v8 n18 p102-117 2017 2017-00-00 16 N/A 2018 15 As Provided JAN2020

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Yes Cartoons History Radiation Physics Teaching Methods College Science Undergraduate Students Science Education Science History Qualitative Research Concept Formation Misconceptions Scientific Concepts Content Analysis Student Attitudes Measures (Individuals) Semi Structured Interviews Case Studies Ozdemir, Ertugrul Journal Articles Reports - Research EISSN- English Higher Education The purpose of this study is to create a short comic story about historical emergence of Planck's explanation of blackbody radiation and to investigate what students learn from it and what they think about the usage of comics in modern physics course. The participants are a small group of undergraduate students studying at department of science education who attend modern physics course in sophomore year. A short comic story about blackbody radiation was created with quasi-historical approach that is defined as re-ordering and re-organizing scientific theories to make sense within historical framework. The comic story was implemented to the participants with a series of open-ended questions. Data were analyzed with qualitative content analysis. Results showed that students have several preconceptions about blackbody radiation before implementation. In addition, it was observed that wrong answers of some students evidently decreased after the implementation of comic story. Moreover, students seemed to enjoy instructional comic story due to its context-based nature, entertaining atmosphere and informal language. On the other hand, students did not report any opinions about the quasi-historical content of the comic story. Therefore, it was concluded that medium characteristics of comics dominate content characteristics of it. ED579152 Comics in Modern Physics: Learning Blackbody Radiation through Quasi-History of Physics Online Submission Studies in Educational Research and Development v1 n1 p41-59 Dec 2017 2017-12-27 20 N/A 2018 11 As Provided JAN2020

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Yes Public Schools Technology Uses in Education Educational Change Influence of Technology Models Access to Computers Access to Information Social Media Media Literacy Educational Practices Educational Strategies Student Projects Learning Activities Elementary Secondary Education Educational Innovation Student Developed Materials Halverson, Rich Kallio, Julie Hackett, Sarah Halverson, Erica Reports - Evaluative University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Elementary Secondary Education Students who have mastered the ability to create their own learning environments have an advantage over students who rely on traditional environments to structure their learning. Students who understand how to use new tools for school learning typically do not pick up these skills at school--they learn from the habits of parents and peers who work in knowledge fields (Watkins, 2013). Widespread access to many innovations in the digital world has great promise in engaging all students in 21st century learning, but without the active role of schools to remediate the class distinctions, the participation gap will continue to widen in ways that reflect social inequalities. This paper addresses the gap between the potential of new media tools for transforming learning in and out of schools and the school commitment to technologies that support testing and accountability. The authors argue that the gap between schools and digital worlds can be "intentionally bridged" if affordances of widely used new media environments and tools, such as makerspaces, video games, citizen science, fantasy sports and youth media arts organizations are matched with needs that traditional schools often struggle to meet. Matching affordances with needs means that educators do not have to invent entirely new approaches to teaching and learning. Rather, they can leverage learning practices widely used outside schools to answer questions raised by teachers and learners in schools. The authors propose the idea of "participatory culture" as a robust model for how to think about the emerging practices of learning in digital media spaces. The participatory culture framework helps to make sense of learning in and out of schools, and points toward viable paths to integrate the best of new media experience into contemporary school design. ED580880 Participatory Culture as a Model for How New Media Technologies Can Change Public Schools. WCER Working Paper No. 2016-7 Wisconsin Center for Education Research 2016-10-00 23 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 57 ERIC JAN2020

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Yes Curriculum Development Curriculum Implementation Urban Schools Public Schools Educational Quality Alignment (Education) School Districts College Readiness Career Readiness Academic Standards Elementary Secondary Education Curriculum Evaluation Guides - Non-Classroom Reports - Descriptive Council of the Great City Schools English Elementary Secondary Education In the ongoing effort to improve instructional standards in our nation's urban public schools, the Council of the Great City Schools has released resources to help districts determine the quality and alignment of instructional materials at each grade level; to ensure that materials for English language learners are rigorous and aligned to district standards; to help districts provide targeted professional development for teachers, principals, and district staff; to assist districts in their outreach to parents, the media, and the community; to coordinate the adoption and implementation efforts of various central office departments and stakeholder groups; and to self-assess their progress in implementing college- and career-readiness standards systemwide. In the summer of 2016, the Council of the Great City Schools gathered a team of school and district academic leaders, along with representatives from Student Achievement Partners (SAP), to develop a curriculum reference tool that lays out the criteria for developing a coherent curriculum aligned to district- and state-defined college- and career-readiness standards and capable of guiding instruction in the district. The teams also met in smaller groups to discuss key components of a quality curriculum and to address issues of implementation. Based on these discussions, as well as the experience and expertise Council staff have developed over the years working with scores of academic departments in large urban districts, this guide aims to present instructional leaders and staff with a core set of criteria for what a high-quality curriculum entails. This guide includes annotated samples and exemplars from districts around the country. It also provides actionable recommendations for developing, implementing, and continuously improving upon a district curriculum, ensuring that it reflects shared instructional beliefs and common, high expectations for all students, and that it focuses the instructional work in every school throughout the district. ED580881 Supporting Excellence: A Framework for Developing, Implementing, and Sustaining a High-Quality District Curriculum. First Edition Council of the Great City Schools 2017-06-00 Bill and Melinda Gates Foundation Practitioners 72 Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org N/A 2018 0 ERIC JAN2020

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Yes Educational Environment Educational Improvement School Community Relationship Intervention Stakeholders Educational Benefits Educational Planning Cooperative Planning Leadership Progress Monitoring Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how community partners can support school climate improvements. Organizations and individuals can partner with schools in many different ways--from delivering or coordinating direct services to students and families inside or outside the school, to offering students opportunities to participate in activities such as afterschool programming or internships, to working with schools to provide space for events or donations. Although most of the action steps within this document can be completed by all community partners, some action steps can be done only by individuals or organizations that deliver direct services (e.g., mental health supports and physical health interventions) to students and families, but not by others. In those cases, action steps are marked with an asterisk (*). [For the complete resource package, "Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017," see ED578926.] ED580882 School Climate Improvement Action Guide for Community Partners. School Climate Improvement Resource Package National Center on Safe Supportive Learning Environments 2017-01-00 8 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 0 ERIC JAN2020

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No Foreign Countries Comparative Education Religious Education Religion Religion Studies Role of Religion Educational Development Sustainable Development Confucianism Christianity Islam Muslims Buddhism Jews Parochial Schools Global Education Partnerships in Education Global Approach Universities Migrant Workers Curriculum School Policy Policy Analysis Sivasubramaniam, Malina, Ed. Hayhoe, Ruth, Ed. Books Collected Works - General Europe North America Africa South Korea Canada Tajikistan China Hong Kong Thailand Bangladesh Senegal Kenya Haiti Israel United Kingdom (Northern Ireland) India English Higher Education Despite the increased trend towards secularization in state schooling, issues of religion and spirituality have remained important. Increased pluralism within societies through expanding migration patterns is changing the religious and cultural contours of many countries in Europe and North America, and is creating a need for a deeper understanding of religious diversity. However, the lack of religious or spiritual education within the educational curriculum leaves a moral vacuum that can become a space to be exploited by religious extremism. More recently, religiously motivated incidences of terrorism in several parts of the world have heightened prejudicial attitudes and distrust of certain religions, in particular. These are profound concerns and there is an urgency to examine how religion, religious education and interfaith initiatives can address such misconceptions. This book is thus timely, focusing on an area that is often neglected, particularly on the role of religion in education for sustainable development. While religious organisations and faith communities have had a long history of involvement in both schooling and social service delivery in many countries, their role in reaching development goals has not always been explicitly recognized, as is evident even in the United Nations' most recently conceptualized 2030 Agenda for Sustainable Development. Undeniably, the integration of religious dialogue into mainstream development issues is crucial because deep cleavages resulting from the issue of minority religious rights continue to give cause for concern and conflict in many countries. This edited book explores some of these tensions and issues and draws parallels across differing geographical contexts to help enhance our collective and comparative understanding of the role of religious education and institutions in advancing the post-2015 development agenda. The contributors to this volume each demonstrate that, while religion in education can contribute to understanding and respect, it is also a space that can be contested and co-opted. Without addressing the salience of religion, however, it will not be possible to foster peace and combat discrimination and prejudice. This book will be of interest to researchers, scholars and students in the field of comparative education and development, religious studies, theology and teacher development and training. This book may also be of interest to national and international policy makers. There are also numerous faith-based organisations, as well as other non-governmental organisations (NGOs) working on religion and education issues that may find these case studies a useful resource. Contents include: (1) Religion and Education from a Comparative and International Perspective: Issues, Tensions and Possibilities (Malini Sivasubramaniam and Ruth Hayhoe); Section One. Internationalizing/Globalizing Religious Values: (2) Global Education Challenges: Exploring Religious Dimensions (Katherine Marshall); (3) Confucius Institutes and Classrooms as Educational Partnerships in Africa: The 2030 Agenda of Sustainable Development from a Confucian Perspective (Jun Li); (4) The Internationalization of Religious Higher Education: A Comparative Study of Christian Universities in South Korea and Canada (Christina Hwang); (5) Islamic Education in Post-Soviet Tajikistan: A Tool in Creating and Sustaining a Nation-State (Sarfaroz Niyozov); (6) The Role of the Church and Religious Learning of Young Women Migrant Workers in Western China (Vilma Seeberg, Shujuan Luo, and Ya Na); (7) Inter-religious Dialogue and Education: Three Historical Encounters between Christianity, Buddhism and Confucianism (Ruth Hayhoe); Section Two. Curriculum, Pedagogy and School Leadership: (8) Religious Education in a Multi-religious Context: An Examination of Four Religious Schools in Hong Kong (Mei-Yee Wong); (9) State Schooling and Religious Education for Muslim Hui Students in Northwestern China: Changing Perceptions and New Developments (Xinyi Wu); (10) The Buddhist Approach to a School-based Curriculum: The Effective Learning Innovation that Promotes Human Values to Learners for Sustainable Living in Thailand (Prapapat Niyom, Art-ong Jumsai Na Ayudhaya, Witit Rachatatanun, and Benjamin Vokes); (11) Modernizing Islamic Education: Bangladesh and Senegal (Lauren Herzog, and Nathaniel Adams); (12) Faith-based Low-fee Private Schools in Kenya and Haiti: The Paradox of Philanthropy and Enterprise (Malini Sivasubramaniam and Steve Sider); (13) Religious Education in the Israeli State School System (Yaacov J. Katz); Section Three. Religion in Policy Processes and Conflict Resolution: (14) Religious Education in Northern Ireland: Conflict, Curriculum and Criticism (L. Philip Barnes); (15) Mainstreaming Madrassas in India: Resistance or Co-Optation? (Huma Kidwai); (16) Religion's Uneasy Return to the Russian School: A Contested and Inconsistent Desecularization "From Above" (Elena Lisovskaya); (17) The Role of Religious Education in Countering Religious Extremism in Diverse and Interconnected Societies (Ratna Ghosh and W. Y. Alice Chan); and (18) A Multicultural Analysis of School Policies on Religion in 20 Western Democracies, and Their Challenges for Accommodating Migrant Religions: A Cluster Analysis (Bruce A. Collet and Hyeyoung Bang). Notes on Contributors is included. [Foreword by Keith Wilson.] ED580883 Religion and Education: Comparative and International Perspectives. Oxford Studies in Comparative Education. Oxford Studies in Comparative Education Series Symposium Books 2018-00-00 978-1-910744-01-7 388 Symposium Books. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: orders@symposium-books.co.uk; Web site: http://www.symposium-books.co.uk N/A https://doi.org/10.15730/books.101 2018 ERIC JAN2020

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No Medical Evaluation Records (Forms) Information Technology Information Systems Qualitative Research Phenomenology Physicians Hospitals Metropolitan Areas Medical Education Risk Time Management Clinical Diagnosis Technology Integration Health Services Slaughter, Andre Dissertations/Theses - Doctoral Dissertations District of Columbia EISSN- English This qualitative phenomenological research study explored the challenges of physicians working with Electronic Medical Records (EMR) systems for medical documentation. Additionally, this study sought to understand why many providers sought alternate means of patient documentation. Previous research studies focused on the use of EMR systems from the perspective of system designers. Few, if any studies looked at electronic medical documentation from the perspective of physicians. Thus, most EMR systems were designed without direct input from physicians. This research study explored the lived experiences of 11 physicians, with various specialties, working with EMR systems in medical facilities located in the Washington D.C. metropolitan area. The guiding research question for this study was: What are the lived experiences of physicians that work with EMR systems in medical facilities? The key finding of this study was that many EMR challenges of physicians were because electronic medical documentation systems being designed out of sync with the ways in which physicians were trained in medical school. Thus, in addition to seeing patients, physicians were additionally burdened with spending time inputting patient information and making sure all forms were in the correct order in the patients file, otherwise risk the possibility of misdiagnoses because vital patient's information could not be retrieved timely. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580187 Low Adoption Rates of Electronic Medical Records Systems: A Qualitative Study ProQuest LLC DM/IST Dissertation, University of Phoenix 2017-00-00 978-0-3554-1433-2 182 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:10637740 2018 As Provided JAN2020

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No English Language Learners General Education Teaching Experience Qualitative Research Interviews Elementary School Teachers Elementary School Students Pedagogical Content Knowledge Technological Literacy Coding Web 2.0 Technologies Teaching Methods Academic Discourse English (Second Language) Second Language Learning Second Language Instruction Decision Making Anglin, Marie Simone Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as a general education classroom teacher for at least 1 year (b) using Web 2.0 technologies in the classroom to support ELLs, and (c) teaching ELLs within the elementary classroom environment. Qualitative analysis of transcripts from 1-on-1 interviews involved a coding and recoding process, revealed that the teachers saw Web 2.0 technologies as effective in supporting student learning, building class community, and differentiating instruction. Challenges and needs they experienced included lack of access to technology, needs for professional development, and administrative support. Further research could explore integration of specific Web 2.0 technologies. Results of the study may lead to better informed decisions by policy makers and leaders about professional development, support needs, and language services. Addressing the technology needs of educators may potentially lead to equity for ELL students in general education settings that would empower ELLs to experience successful academic transitions through schooling, while decreasing the academic 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.] ED580188 Technology Integration by General Education Teachers of English Language Learners ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3553-6281-7 201 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:10637494 2018 As Provided JAN2020

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No Adult Basic Education Student Characteristics High School Equivalency Programs Statistical Analysis Graduation Rate Age Differences Gender Differences Distance Education Probability Wages Hawkins, Alishea Dissertations/Theses - Doctoral Dissertations Indiana EISSN- English Adult Basic Education While it is known that over 500,000 individuals in the State of Indiana have not obtained a High School Diploma or Equivalency (StatsIndiana, 2015), limited empirical information exists on Indiana students pursuing adult basic education along with implications for a state that has changed its adult basic education high stakes high school equivalency assessment. This study is the first to use the full adult basic education population of a single state to compare learner characteristics and pass rates for two different High School Equivalency (HSE) exams. In 2014 Indiana switched from the GED test to the TASC test. Using quantitative methods, descriptive and outcome data for all students receiving federally and state funded adult basic education services over a three-year timespan (2012-2015) were analyzed. Three research questions guided the study: What are the demographic factors and learner characteristics that HSE exam passers and non-passers have in common? Is the pass rate different for each test (GED, TASC)? Did the outcomes for HSE passers and non-passers change per HSE exam? Results indicate that younger students are more likely to take and pass the HSE, while more women participated in adult education services, more men passed a HSE test, as the number of hours spent on classroom and distance education increase the likelihood of passing the HSE decreases and students who took the TASC have lower Educational Functioning Levels as compared to those who took the GED. Results also indicate there was a difference in pass rates for the two HSE exams with more students taking and passing the GED but a higher pass rate for those who only took and passed the TASC as compared to those who only took and passed the GED. Finally results show that HSE passers have higher wage outcomes than non-passers. Study limitations 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.] ED580674 Examining Adult Basic Education in Indiana ProQuest LLC Ed.D. Dissertation, Ball State University 2017-00-00 978-0-3555-1495-7 172 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:10636316 2018 As Provided JAN2020

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No Parent Participation Urban Schools Public Schools Elementary Schools Content Analysis Web Sites Documentation Attendance School Districts Parent Education Journal Articles Qualitative Research Statistical Significance Hypothesis Testing Hudley, October Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English Elementary Education This study was an exploration of parental involvement in the urban public elementary school in the digital age using content analysis of literature and school district websites. In urban school districts, the attendance rate of parents participating in PTA meetings, school events, and parent-teacher conferences is low. District school websites lack resources to aid in the preparation of training parents how to understand reading and math assignments in order to assist their children with their homework. The researcher will initiate a search for resources and academic websites to create a parent pages with the essentials needed to efficiently prepare their children for adulthood. The researcher will determine the need to analyze articles and urban school district webpages to see what resources were available to increase parental involvement. The resources used in this study consisted of 50 articles highlighting parental involvement and 31 New Jersey urban school district websites. The finding were presented in a nonparametric content analysis in an eclectic approach required to capture both the statistical significance of the study and the qualitative findings gleaned during the analysis of the articles and the websites. It should be noted that 23 out of the 27 hypotheses were rejected. It would seem that there is a discrepancy in the scholarly literature reviewed and the actual practice utilized in urban schools as demonstrated by their website 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.] ED580675 Analysis of Parental Involvement in the Urban Public Elementary School in the Digital Age ProQuest LLC Ed.D. Dissertation, New Jersey City University 2016-00-00 978-0-3554-6692-8 163 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:10616546 2018 As Provided JAN2020

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Yes Socioeconomic Status Low Income Groups Home Visits Family Programs Young Children Parent Education Early Intervention Program Effectiveness Age Differences Cost Effectiveness Comparative Analysis Evidence Based Practice Mothers Child Development Family Needs Delinquency Family Violence Crime Health Promotion Child Abuse Child Health Child Rearing Academic Achievement Program Evaluation Michalopoulos, Charles Faucetta, Kristen Warren, Anne Mitchell, Robert Numerical/Quantitative Data Reports - Research California Georgia Illinois Iowa Kansas Michigan Nevada New Jersey Pennsylvania South Carolina Washington Wisconsin MDRC Mathematica Policy Research, Inc. University of Georgia Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation English Adult Education Children from low-income families are more likely than those from higher income families to have poor social, emotional, cognitive, behavioral, and health outcomes. One approach that has helped parents and their young children is home visiting, which provides information, resources, and support to expectant parents and families with young children. This brief summarizes evidence from existing studies on the impact of early childhood home visiting on children 5 and older for four national models of home visiting. The primary research questions include:(1) What are the effects of home visiting programs for families as children get older?; (2) How do the monetary benefits of home visiting compare with their costs?; and (3) How do the monetary benefits of home visiting compare with their costs? ED579153 Evidence on the Long-Term Effects of Home Visiting Programs: Laying the Groundwork for Long-Term Follow-Up in the Mother and Infant Home Visiting Program Evaluation (MIHOPE). OPRE Report 2017-73 US Department of Health and Human Services 2017-09-00 20 US Department of Health and Human Services. 200 Independence Avenue SW, Washington, DC 20201. Tel: 877-696-6775; Tel: 202-619-0257; Web site: http://www.hhs.gov/ N/A 2018 28 ERIC JAN2020 HHSP233201500059I

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Yes Community Colleges College Transfer Students Program Effectiveness Change Strategies Measurement Techniques Measurement Objectives Outcomes of Education Cohort Analysis Student Records Partnerships in Education Delivery Systems Evaluation Criteria Fink, John Jenkins, Davis Reports - Descriptive Guides - Non-Classroom Columbia University, Community College Research Center English Two Year Colleges While many students who start at a community college intend to transfer and complete a bachelor's degree, most of them are not successful. One of the impediments to improving outcomes for these students has been the lack of widely available measures of institutional effectiveness in serving transfer students. In the publication "Tracking Transfer" (Jenkins & Fink, 2016), the Community College Research Center (CCRC), in partnership with the Aspen Institute and the National Student Clearinghouse (NSC) Research Center, proposed a common set of metrics for assessing the performance of two- and four-year institutions in enabling degree-seeking students to transfer and complete bachelor's degrees. The NSC Research Center has since incorporated the "Tracking Transfer" metrics into its own new Tracking Transfer Signature Report series (see Shapiro et al., 2017, for the first report), which will provide state and national outcomes data annually to allow colleges to benchmark their performance on transfer. In this guide, the authors provide instructions for community colleges that want to use NSC data to measure their effectiveness in serving transfer students. To do so, colleges will need to access both NSC enrollment and degree file data on their students. Based on the methods used in "Tracking Transfer," Part 1 of this guide explains how community colleges can assess their own overall effectiveness in helping students to transfer and complete bachelor's degrees. Part 2 shows how colleges can go on to evaluate the effectiveness of transfer partnerships with their top receiving four-year institutions. [For "Tracking Transfer: New Measures of Institutional and State Effectiveness in Helping Community College Students Attain Bachelor's Degrees" (2016), see ED563499.] ED579154 How to Measure Community College Effectiveness in Serving Transfer Students. CCRC Analytics Community College Research Center, Teachers College, Columbia University 2017-12-00 Bill and Melinda Gates Foundation 8 Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ N/A 2018 5 As Provided JAN2020

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Yes Partnerships in Education Leadership Training Leadership Effectiveness Transformational Leadership Teacher Recruitment Teacher Persistence English (Second Language) Educational Change Student Development Principals Elementary Secondary Education Educational Administration Goodman, Christie L., Ed. Collected Works - Serial ISSN-1069-5672 Intercultural Development Research Association English Elementary Secondary Education Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Principal Leadership and includes: (1) The Power of Partnerships in the Pursuit of Leadership Development to Transform Schools (Nilka Avilés, Joanelda De León, and Jesse Jay McNeil); (2) How Transformational Leaders Develop a Growth Mindset for Student Success (Nilka Avilés, Gerald Sharp, and Kristin Grayson); and (3) Leadership for ESL Teacher Recruitment and Retention (Kristin Grayson). (References for individual articles can be found online.) [Note: The volume number (Vol. 10) indicated on the PDF is incorrect. The correct volume number for this newsletter is Vol. 44.] ED580884 IDRA Newsletter. Volume 44, No. 10, November-December 2017 Intercultural Development Research Association 2017-00-00 Department of Education (ED) 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2018 ERIC JAN2020

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Yes Achievement Gap Outcomes of Education Hispanic American Students Middle School Students English Language Learners Language Acquisition Secondary Education Educational Improvement Educational Policy Role of Education Student Evaluation Student Placement Classification Language Planning Language of Instruction Bilingual Education Language Teachers Language Proficiency Educational Environment Learner Engagement Reading Motivation Social Support Groups College Readiness Reports - Research Tomas Rivera Policy Institute National Hispanic Caucus of State Legislators (NHCSL) English Middle Schools The goal of this brief, prepared jointly by the National Hispanic Caucus of State Legislators (NHCSL) and the Tomás Rivera Policy Institute (TRPI), is to bring to policy saliency--at the national, state, and local levels--to the educational crisis caused by the under-achievement of Hispanic youth. Specifically, this report addresses two issues of particular relevance to the Hispanic community: English language acquisition and middle school preparation. The targeted audience for this policy brief is stakeholders in the education of Latino youth, specifically policymakers and legislators across the nation. The report reviews the relevant research on the English language acquisition of ELLs and middle school preparation of Hispanic youth, then recommends some key policy options for policymakers to consider. Although English language acquisition and middle school preparation are the key issues addressed in this policy brief, there are, other issues-ranging from pre-K to graduate and professional education-that must be addressed in efforts to improve overall educational outcomes of Hispanic youth. If the nation is to respond to the economic and political challenges of the 21st century, confronting and solving the issues of Hispanic undereducation will be an integral component for overall national educational success in the coming decades. ED580885 Closing Achievement Gaps: Improving Educational Outcomes for Hispanic Children. English Language Acquisition and Middle School Preparation: Keys to Latino Educational Success Tomas Rivera Policy Institute 2010-00-00 Policymakers 52 Tomas Rivera Policy Institute. University of Southern California, School of Policy, Planning, and Development, Ralph and Goldie Lewis Hall, 650 Childs Way Suite 102, Los Angeles, CA 90089-0626. Tel: 213-821-5615; Fax: 213-821-1976; e-mail: info@trpi.org; Web site: http://trpi.org N/A 2018 43 ERIC JAN2020

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Yes Immigrants Parents Parent Influence Undocumented Immigrants Child Development Fear Anxiety Relocation Barriers Federal Legislation Civil Rights Citizenship Constitutional Law Children Adolescents Family Income Health Nutrition Mental Health Suro, Roberto Suárez-Orozco, Marcelo M. Canizales, Stephanie L. Reports - Research Fourteenth Amendment Tomas Rivera Policy Institute University of California, Los Angeles (UCLA), Institute for Immigration, Globalization, and Education (IGE) English A parent's immigration status influences how a child grows up. That basic finding is grounded in the broad mainstream of current research on childhood development, which has concluded that parental factors can be powerful determinants of their offspring's well being all the way into adulthood. As this report shows, a parent's immigration status matters a great deal. In recent years a great deal of research has examined the ways that having a parent who is an unauthorized migrant influences a child's life. As reviewed in this report, different researchers from different scholarly fields using different data and methodologies have concluded time and again that a parent's unauthorized status imposes a severe penalty on their children. The interrelated findings are most important in weighing the importance of research to the current policy debate. The negative consequences are multiple and severe. Fear of deportation is an important mechanism for inflicting those penalties, and the harm to children can be reversed when the fear of deportation is lifted. A parent's unauthorized status traps a child in a shadowed labyrinth of insecurity and confusion that proceeds from being born and raised American and yet harboring a sense of not belonging. This report provides a review of major findings from dozens of separate studies that have explored those effects in various dimensions of childhood. Available research shows that granting legal status to parents can reverse the harm imposed on their children. Research cited in this report points to the mechanisms by which a parent's legalization can bring improvement in children's life trajectories. Most simply, legalization eliminates the fear and anxiety that can pervade households threatened with the deportation of a parent. Like removing a hobble, this allows a child to ascend developmentally, psychologically and in educational attainment. In addition to the psychological effects, legalization removes the barriers to economic opportunity and social integration that arise from unauthorized status. Even a temporary work permit can set in motion a process that brings economic benefits first to the immigrants, in the form of higher wages, and on to the public sector, in the form of higher tax revenue. It then benefits the nation as a whole, in the form of a more productive labor force. Permission to work of the sort envisioned in the president's executive action provides unauthorized immigrants with a shield against workplace exploitation and the freedom to move across the labor market to find work that best suits their skills. Only one assertion in the immigration policy debate draws unanimous agreement: the endlessly repeated statement that the system is broken. A second assertion worthy of the same accord is that the U.S. citizen children of unauthorized migrants are the most innocent of the many victims of that broken system. They constitute a distinct class of individuals who are defined not by how they have violated regulations but by the fact that the Fourteenth Amendment to the U.S. Constitution guarantees them citizenship, due process, and equal protection. ED580886 Removing Insecurity: How American Children Will Benefit from President Obama's Executive Action on Immigration Tomas Rivera Policy Institute 2015-04-00 30 Tomas Rivera Policy Institute. University of Southern California, School of Policy, Planning, and Development, Ralph and Goldie Lewis Hall, 650 Childs Way Suite 102, Los Angeles, CA 90089-0626. Tel: 213-821-5615; Fax: 213-821-1976; e-mail: info@trpi.org; Web site: http://trpi.org N/A 2018 0 ERIC JAN2020

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No Program Implementation Teacher Evaluation Teacher Effectiveness Accountability Evaluation Methods Educational Change Models Administrator Role Qualitative Research Semi Structured Interviews Data Analysis Coding Faculty Development Instructional Leadership Jensen, Shelly M. Dissertations/Theses - Doctoral Dissertations South Dakota EISSN- English As a response to accountability and pressure from the No Child Left Behind Act of 2002, the South Dakota Department of Education informed school administrators of a state-wide transformation of the way districts measure teacher effectiveness in their schools. In 2011, "The Framework for Teaching Evaluation Instrument" (Danielson, 2002) was recommended by the South Dakota Department of Education (DOE) as the evaluation tool to partially meet requirements of the state's new teacher effectiveness model. The change process implementation goal, recommended by the South Dakota DOE, was outlined in two phases. This research discovered the implementation process for South Dakota administrators using the Danielson teacher evaluation model. Understanding the implementation process is essential, as this evaluation controls a significant portion of the teacher effectiveness rating for South Dakota teachers and the results will establish the administrator role in the teacher evaluation implementation process. There is no research regarding the process that South Dakota school administrators used while implementing the framework in their districts. To understand the process, the following central research questions were used as a guide for this study: (a) How have school administrators implemented the Danielson's teacher evaluation model? (b) What lessons have school administrators learned implementing the Danielson's teacher evaluation model? The target population for this study was South Dakota school administrators who had experience evaluating with "The Framework for Teaching Evaluation Instrument." There were seven administrators who participated in this basic qualitative study. Participants were audiotaped using a semi-structured interview process with predetermined questions. Data was analyzed using open coding and was organized in the online program NVivo 11. The results of the study indicated that the participants in this study implemented Danielson's framework in a similar way. Administrator and staff training were a priority for the participants. In addition, participants concentrated on selecting the domains/components used in evaluations to focus training efforts. Training in districts were diverse, as not all districts had resources readily available and district preference was also factor. A common lesson learned by participants included a goal to design a clear implementation plan that integrated shared leadership participation with administrators and 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.] ED580189 Implementation Process for South Dakota Administrators Using the Charlotte Danielson Teacher Evaluation ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-2055-5 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637910 2018 As Provided JAN2020

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No Community Colleges Two Year College Students Veterans Academic Support Services Academic Achievement Peer Relationship Sense of Community Work Study Programs Moore, Tracy Trenell Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Student affairs professionals at community colleges are being confronted with a growing population of student veterans. Many college campuses are offering special academic support for veterans, while others are struggling to meet basic needs. Student veteran centers are becoming common on community college campuses as college campuses seek focused support, develop programs to aid in the military to classroom transition process, and streamline resources for veterans. These veteran centers provide an opportunity for veterans to congregate with each other and create a sense of belonging on campus. Veteran centers fully integrate student veteran support services, education benefits, and other services in one location. The centers usually encompass work-study students and a veteran service coordinator or director. While colleges are beginning to understand the challenges facing student veterans who are making the transition from combat to classroom, little is known how community college veteran resource centers contributes to veteran 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.] ED580190 Evaluation of a Community College Veteran Center and Student Veteran Success ProQuest LLC Ed.D. Dissertation, Wingate University 2017-00-00 978-0-3554-0528-6 124 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:10637560 2018 As Provided JAN2020

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No Robotics Educational Technology Technology Uses in Education Reading Instruction Reading Comprehension After School Programs Disadvantaged Youth Case Studies Mixed Methods Research Learner Engagement Program Effectiveness Levchak, Sofia Dissertations/Theses - Doctoral Dissertations EISSN- English This study was an investigation of the use of a NAO humanoid robot as an effective tool for engaging readers in an afterschool program as well as to find if increasing engagement using a humanoid robot would affect students' reading comprehension when compared to traditional forms of instruction. The targeted population of this study was economically disadvantaged students from underrepresented groups in an afterschool literacy program setting. The research design was an experimental case study using a cross-sectional population with a mixed methods approach. Quantitative methods were used to collect known information (comprehension and engagement levels). Qualitative methods allowed for explanations of why and how phenomena occur and the range of their effects. At the time of this study, a limited body of research existed related to humanoid robots and engagement. Published research did not exist related to the topic of investigating humanoid robots and engagement within afterschool literacy 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.] ED580676 Robotic Literacy Learning Companions: Exploring Student Engagement with a Humanoid Robot in an Afterschool Literacy Program ProQuest LLC Ed.D. Dissertation, New Jersey City University 2016-00-00 978-0-3554-6755-0 174 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10616587 2018 As Provided JAN2020

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No African American Students Males Elementary School Students Quasiexperimental Design Discipline Behavior Problems Intervention Statistical Analysis Russell-Smith, Saundra Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education African-American boys who receive exclusionary discipline (i.e. in- or out-of-school suspensions) are overrepresented at the elementary (kindergarten through fifth grade) level. Although African-American boys comprised only 15% of the population of this school, they accounted for 70% of the exclusionary discipline incidents. This quasi-experimental quantitative study investigated the effectiveness of the implementation of CHAMPS, a behavior intervention, on the number of exclusionary discipline incidents for African-American boys. Ninety-three African-American boys participated in this study. The findings will impact both practice and research by giving administrators at the district level, building level, and classroom level some insight into how effective this behavior intervention is with not only the entire school population, but specifically with African-American boys. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580677 The Impact of CHAMPS on the Exclusionary Discipline Incidents of African-American Boys ProQuest LLC D.Ed. Dissertation, University of St. Francis 2018-00-00 978-0-3554-9291-0 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:10638506 2018 As Provided JAN2020

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Yes Attention Deficit Hyperactivity Disorder Children Adolescents Adults Symptoms (Individual Disorders) Brain Coping Teaching Methods Change Strategies Clinical Diagnosis Social Change Drug Therapy Educational Practices Harding, Blake Books Guides - General EISSN- English In "The Field Guide to ADHD: What They Don't Want You to Know," Harding confronts with unusual candor and painstaking effort one of the most alarming and perilous crises of our time: ADHD. In confronting this crisis, Harding forces us to reconsider the assumptions underlying ADHD and how we think about medical diagnoses, disability, health and authority. Harding unwraps these bewildering and conflicting ADHD issues while investigating the spiraling amount of overdiagnosed cases of ADHD, many often highly medicated and taught to conform rather than to thrive, no matter the individual or societal cost. Harding examines how the ADHD crisis drives perilous and dangerous conditions while providing fresh directions ahead to disarm this ailment and start harnessing ADHD as a beneficial form of human diversity. In this fresh approach to ADHD, results from more than four years of global field research from Finland to California investigating ADHD in children, adolescents and adults is woven together to create a fascinating tapestry of new ADHD understanding. In this new understanding, Harding provides everyday innovative approaches to harnessing and thriving with ADHD while dedicating pain staking effort to shedding insight into the many controversies igniting the ADHD crises. As Harding passionately argues, policy makers, healthcare professionals, parents and other stakeholders are not only supporting the overdiagnosis of ADHD, but fundamentally thinking about ADHD all wrong. "The Field Guide to ADHD: What They Don't Want You to Know" passionately intervenes in this wrongly handled situation by forcing people to reconsider ADHD assumptions, providing evidence-based directions for containing the perilous ADHD crisis and introducing highly impactful everyday solutions to harness the diverse benefits of ADHD. ED580887 The Field Guide to ADHD: What They Don't Want You to Know. Psychiatry--Theory, Applications and Treatments Online Submission 2017-00-00 978-1-53612-867-3 190 N/A 2018 125 As Provided JAN2020

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Yes Private Colleges Educational Finance Institutional Characteristics Money Management Trend Analysis Small Colleges School Size School Location Geographic Regions Classification Enrollment Chessman, Hollie M. Hartley, Harold V., III Williams, Michael Reports - Research Council of Independent Colleges English Higher Education This report explores the financial resilience of independent colleges and universities through an analysis of 14 years (fiscal years 2001-2014) of financial data from 559 private nondoctoral institutions. Through analysis of financial performance in several domains, the data reveal that the majority of independent baccalaureate and master's-level colleges and universities have maintained financial stability, health, and viability. ED580888 The Financial Resilience of Independent Colleges and Universities Council of Independent Colleges 2017-08-00 TIAA Institute 48 Council of Independent Colleges. 1 Dupont Circle NW Suite 320, Washington DC 20036-1142. Tel: 202-466-7230; e-mail: cic@cic.nche.edu; Web site: http://www.cic.edu N/A 2018 20 As Provided JAN2020

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Yes Undergraduate Students Gender Differences Computer Science Education Comparative Analysis Case Studies Student Experience Sciences Disproportionate Representation Womens Education Academic Persistence STEM Education Social Action Focus Groups Observation Student Surveys Teacher Surveys Individual Characteristics Semi Structured Interviews Coding Teaching Methods Classroom Techniques Teacher Student Relationship Cognitive Processes Educational Technology Technology Uses in Education Benbow, Ross J. Vivyan, Erika Reports - Research University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Higher Education Building from findings showing that undergraduate computer science continues to have the highest attrition rates proportionally for women within postsecondary science, technology, engineering, and mathematics disciplines--a phenomenon that defies basic social equity goals in a high status field--this paper seeks to better understand how student experiences in local higher educational settings can influence persistence decisions, particulary for women. Updating and extending work in computer science, our qualitative analysis interprets this wider problem, first, by applying a field theory of practice to more clearly theorize how varying social realms and positions influence student experiences and feelings of belonging. Second, we use an in-depth comparative case study of two introductory or "gateway" computer science courses in two universities to detail how classroom, departmental, institutional, and extra-institutional characteristics, including instructional practices and popular stereotypes, may shape action for students in specific higher educational contexts. While previous studies have highlighted the significance of broader computer science cultural values, self-efficacy beliefs, and experience with computers to women's attrition, our findings provide a new theoretical lens to conceptualize the complex ways these and other factors connect in students' daily lives--through preening male students or "brogrammers," authentic or collaborative learning experiences, and uncomfortable social interactions due in part to women's underrepresentation. Our findings also point to differences in local interactions and social positions that can begin to mediate these factors, including opportunities in class to ask questions, collaborate, and work on real-world example problems; fuller access to instructors; and departmental and campus infrastructural supports that contribute to a more meaningful sense of belonging in computer science. ED580889 Gender and Belonging in Undergraduate Computer Science: A Comparative Case Study of Student Experiences in Gateway Courses. WCER Working Paper No. 2016-2 Wisconsin Center for Education Research 2016-04-00 National Science Foundation (NSF) Alfred P. Sloan Foundation 40 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 141 As Provided JAN2020 1224550 2012627

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No Advanced Courses Community Colleges Web Sites Minority Group Students Males Mentors College Faculty Developmental Studies Programs Technology Education Interviews Observation Two Year College Students Online Courses Blended Learning Teacher Attitudes Teacher Characteristics Engineering Education Teaching Methods Peer Teaching Educational Practices Student Participation Gardner, Juanita Keys Dissertations/Theses - Doctoral Dissertations North Carolina EISSN- English Two Year Colleges Technology plays a vital role in education by linking students to resources around the world. In the past three to five years, community colleges in the southeast region of the United States have received funding through various initiatives, allowing them to make significant changes. In 2013 North Carolina Community College System website listed the following initiatives: Developmental Education Initiative, Minority Male Mentoring, Integrated Teaching and Learning Gateway, and Completion by Design. The researcher explored faculty strategies to encourage students' successful completion of advanced technology coursework and migration into the workforce. This study's basic qualitative methodology allowed for the use of interviews, observations, and documents to explore techniques faculty implemented both inside and outside of the classroom. The purposive sample for this study targeted faculty members who taught courses with an online or hybrid component to students in the mechanical engineering technology and/or welding technology programs. Participants consisted of nine faculty members from two community colleges. Participants were both male and female with educational levels varying from associate to PhD. The study's results indicated that the following practices were instrumental to student success: step-by-step instructions for navigating the online course room, low-stakes assignments to demonstrate knowledge, personal attention, peer-tutoring, student involvement in social events, and direct links to outside resources. Faculty members found that student success required involvement from various departments of the college including administration and student support. ED579931 Equipped to Advance: Faculty Creating Conditions for Success in Advanced Technology Classes ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3552-9845-1 133 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:10624538 2018 As Provided JAN2020

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No Achievement Gap Reading Programs Reading Instruction Middle School Students Standardized Tests Reading Difficulties Reading Achievement Pretests Posttests Statistical Analysis Comparative Analysis Reading Tests Diagnostic Tests Intervention Academic Achievement Grade 8 Statistical Significance Neubert, Emily Sarah Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Middle Schools As federal mandates continue to emphasize the use of standardized tests, academic research is needed to determine if reading intervention programs are helping to close the achievement gap between struggling readers and their grade level peers. Although previous research indicated that reading intervention can be an effective tool for increasing students' reading achievement, what had yet to be determined is if a statistically significant difference existed between the change in pretest and posttest scores for READ 180 and non-READ 180 students, at one large suburban school district in southeastern Pennsylvania. This quantitative, causal-comparative study built on the theoretical foundations of Piaget and Vygotsky to understand how students learn, and used the Pennsylvania System of School Assessment and Group Reading Assessment and Diagnostic Evaluation to assess the effects of the READ 180 reading intervention program on student achievement. From a sample of 950 eighth grade students it was determined, using two Mann-Whitney U tests at the 0.05 significance level, that there was a statistically significant difference between students who received the intervention and students who did not. From this data, it can be concluded that there was a statistical difference between READ 180 and non-READ 180 PSSA scores (p = 0.00, U = 5966.5) and READ 180 and non-READ 180 GRADE scores (p = 0.017, U = 38026.5). As schools and districts continue to implement reading intervention programs to help struggling readers, understanding how these interventions effect student achievement on various standardized tests should be further 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.] ED579932 Decreasing the Gap: Understanding the Role of READ 180 in Helping to Decrease the Achievement Gap for Middle School Students ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3552-5399-3 210 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:10623117 2018 As Provided JAN2020

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Yes Annual Reports Teacher Education Programs Educational Legislation Federal Legislation Higher Education School Statistics Institutional Characteristics Admission Criteria Clinical Supervision (of Teachers) Majors (Students) Graduation Rate Credentials Graduation Requirements Grade Point Average Gender Differences Ethnicity Age Differences Academic Standards Teacher Certification Evaluation Methods Academic Achievement Teacher Shortage Technology Uses in Education Alternative Teacher Certification Program Effectiveness Suckow, Marjorie A. Reports - Evaluative California Higher Education Act Title II California Commission on Teacher Credentialing English Higher Education This report presents the "Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015" as required by Title II of the Higher Education Act. In 2008, the law was reauthorized and changes were made to the Title II data collection and reporting requirements. The 2008-09 reporting year was the pilot year in which states were asked to implement the changes and the 2009-2010 reporting year started full implementation of the new requirements. This is the sixteenth annual report and it includes the pass rate data for all examinations used for teacher credentialing purposes in California in addition to data for the new reporting requirements. ED579155 Annual Report Card on California Teacher Preparation Programs for the Academic Year 2014-2015 as Required by Title II of the Higher Education Act California Commission on Teacher Credentialing 2016-10-00 49 California Commission on Teacher Credentialing. 1900 Capitol Avenue, Sacramento, CA 95811. Web site: https://www.ctc.ca.gov N/A 2018 0 ERIC JAN2020

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Yes Public Schools State Legislation Trend Analysis School Districts Information Dissemination Program Effectiveness Achievement Rating Graduation Rate Dropout Rate Early Childhood Education Attendance Patterns Student Characteristics Financial Support School Personnel Tests Charter Schools Nontraditional Education Federal Legislation Educational Quality Equal Education Accountability Educational Legislation Elementary Secondary Education Institutional Characteristics Academic Achievement Homeless People Low Income Groups Poverty Success Special Education Early Intervention Academically Gifted Vocational Education College Entrance Examinations Advanced Placement Programs National Competency Tests Grade 4 Grade 5 Grade 3 Grade 6 Grade 7 Grade 8 Reports - Evaluative Numerical/Quantitative Data Oregon Elementary and Secondary Education Act Stewart B McKinney Homeless Assistance Act 1987 ACT Assessment Advanced Placement Examinations (CEEB) National Assessment of Educational Progress SAT (College Admission Test) Oregon Department of Education English Early Childhood Education The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and parents and creates a clear, complete, and factual picture of the state of education in Oregon. The 2015-16 Statewide Report Card includes: (1) Graduation and dropout rates; (2) Early childhood data; (3) Attendance and chronic absenteeism data; (4) Student demographics and information on specific student groups; (5) School funding and staff information; (6) Test results; (7) Charter school data; and (8) Information on alternative education programs. During the 2015-16 school year the federal government replaced the No Child Left Behind education law with the Every Student Succeeds Act (ESSA). The new law extends the promise of an excellent, well-rounded education to every student and encourages states and schools to innovate, while maintaining a focus on equity and accountability. This state report card is meant to be a starting point for conversations about how Oregon can continue to improve education for all students in the years to come. [For "Statewide Report Card: An Annual Report to the Legislature on Oregon Public Schools, 2013-2014," see ED565691.] ED579156 Statewide Report Card: An Annual Report to the Legislature on Oregon Public Schools; 2015-2016 Oregon Department of Education 2016-11-30 Students Researchers Parents Media Staff 88 Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: http://www.ode.state.or.us N/A 2018 0 ERIC JAN2020

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No Teacher Persistence Elementary School Teachers Qualitative Research Inquiry Public Education Faculty Mobility Educational Change Accountability Academic Achievement Academic Standards Educational Policy Educational Objectives Educational Legislation Federal Legislation Devney, Rik Dissertations/Theses - Doctoral Dissertations Goals 2000 No Child Left Behind Act 2001 EISSN- English Elementary Education The potential of our nation is hinged upon the strength of our educational system across all 50 states. Public education is the backbone of our country and continues to be a spotlight of focus for many. In 1983, President Ronald Reagan shared the "Nation at Risk" report, based on the findings from the National Commission on Excellence in Education. The report claimed a level of mediocrity permeated the public education system and children were lagging behind compared to children in other first world countries. This landmark report put a level of accountability on school officials to create higher performing students in every classroom. In 1994, President Bill Clinton signed the Goals 2000 Act, which began to create standards of educational reform. As the presidential office turned over, the focus on education in America did not lessen. President George W. Bush signed the No Child Left Behind Act in 2002, which continued a string of accountability factors, including requirements for staffing practices. Even with increased government policies and reform efforts related to teacher staffing, research continues to reveal challenges related to teacher recruiting, hiring, training, and retaining quality teachers across the country. "Over a decade ago we estimated that between 40 to 50% of those who enter teaching leave teaching within 5 years. This figure has been widely reported since, but it was only a rough estimate using cross-sectional national data. Recently, using national longitudinal data, Perda (2013, in Ingersoll, Merrill, & Stuckey, 2014, p. 24) was able to more accurately document rates of cumulative beginning attrition. He found that more than 41% of new teachers leave teaching within 5 years of entry. Moreover, we have also found that these already high levels have been going up since the late 1980's" (Ingersoll et al., 2014 p. 24). This narrative inquiry qualitative study explores the topic of teacher longevity by conducting in-depth interviews of four teachers who defied the national statistics by teaching in the same Title I elementary school for 30 or more years. This study will capture the stories of each teacher and their rationale for staying in the same school for 30 years or more. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580678 Factors Associated to Teacher Longevity in a Title I Elementary School: A Qualitative Narrative Inquiry Study ProQuest LLC Ed.D. Dissertation, The University of Nebraska - Lincoln 2017-00-00 978-0-3554-6975-2 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:10639230 2018 As Provided JAN2020

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No Graduation Rate Higher Education Academic Achievement Data Collection Academic Failure Accountability College Freshmen Measurement Error of Measurement Outcomes of Education Transfer Students Academic Persistence Weber, Jennifer Kathryn Dissertations/Theses - Doctoral Dissertations North Dakota EISSN- English Higher Education IPEDS graduation rates have become de facto means for higher education accountability in the United States, used by the federal government, state and local agencies, non-profits and media to compare and rank institutions. IPEDS uses a limited subset of students, as well as an institutional perspective to measure graduation rate. Under this model, the 40% of college students who transfer during their college career are counted as failures because they opt to take alternative, multi-institutional pathways to completion. Failure to consider all student pathways misrepresents actual student outcomes, and represents a flawed system of accountability. This study introduces a student outcome model that distinguishes between institutionally-focused graduation rates and student-focused completion rates. This model was applied to a sample of first-time, full time students from eleven public institutions in the North Dakota University System. Research showed that an alternative student-centric model can successfully measure student outcomes. Consideration of alternative pathways to completion increased the mean measure of positive student outcomes by 20%, ranging from 15-30% across institutions. This research provides theoretical, research, and practical implications for reconsideration for how student success is measured, reported, and studied. An alternative student-focused model of completion offers better research outcomes for studies that were previously limited as they were based on an inadequate definition of student success. Research and theories regarding how factors influence student outcomes can be reframed to include alternative pathways to completion, providing a more comprehensive understanding of students who matriculate and graduate from a single institution, those who transfer and graduate from other institutions, and those who fail to persist to degree. When consideration for alternative pathways to degree is measured and valued, it has potential to affect higher education practice by creating a focus on not only attempting to ensure student fit within an institution, but if fit is lacking, ensuring that the practices, policies, and other supports are in place so that students can transfer and complete at another 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.] ED580679 They Say We Suck: The Failure of IPEDS Graduation Rates to Fully Measure Student Success ProQuest LLC Ph.D. Dissertation, North Dakota State University 2017-00-00 978-0-3555-0275-6 131 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:10638777 2018 As Provided JAN2020

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No High School Equivalency Programs Equivalency Tests Test Results Scores Student Characteristics Race Computer Assisted Testing Student Motivation Statistical Analysis Technical Institutes Career Development Remedial Programs Middleton, Kathi Linn Dissertations/Theses - Doctoral Dissertations Georgia General Educational Development Tests EISSN- English High School Equivalency Programs Earning a General Educational Development (GED) credential can have positive results in a student's life including higher wages and better job opportunities. The 2014 version of the GED exam changed the format from a paper-based test to a computer-based test. This change coincided with a 35% decline in the pass rate indicating not all students are prepared to pass the new computer-based test (CBT). The purpose of this quantitative study was to evaluate the influence of a candidate's race and reason for taking the exam on the pass or fail outcome of the new computer-based GED exam. The study used Vroom's expectancy theory as the theoretical framework. The guiding question was to examine the relationship between a candidate's motivation and pass or fail outcome of the CBT. This study used a quantitative approach to analyze available archival data from The Technical College System of Georgia in 2014 and 2015. Two chi-square analyses were conducted on data from 21,641 participants using candidate's race, reason for taking the exam, and GED pass or fail outcome. Results suggested that individually, both a candidate's race and reason for taking the test have a statistically significant effect on the participant's pass or fail outcome. Results from this study may help GED educators and students better understand factors that can influence student success. Integrating career development orientations and remedial computer-based technology classes into the GED preparation process were recommended. Implications for positive social change include the potential to increase student motivation, improve the preparedness of both students and educators and subsequently increase the number of people who pass the GED 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.] ED579933 The Effect of GED Candidate Race and Motivation Factors on Exam Outcomes ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3552-4256-0 124 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:10624817 2018 As Provided JAN2020

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No Compensation (Remuneration) Teacher Salaries School Districts Classification Stakeholders Faculty Development Teacher Attitudes Administrator Attitudes Sailer, Robert Conrad Dissertations/Theses - Doctoral Dissertations Wisconsin EISSN- English This study created a typology of alternative teacher-compensation plans in use in Wisconsin as of the fall of 2015. Eight plan types were identified with defining, common, and unique components. Of 125 districts that reported alternative plans, the most prevalent reported type was a hybrid type that combined components. Hybrid plans were found to mirror individual district philosophies. The study offered four recommendations: First, to create a new compensation plan an administrative team and board should educate staff as to what options exist for a new compensation plan and solicit their input. Second, all stakeholders should understand what components exist and how they may be linked together and connected to compensation. Third, districts should complete five-year, worst-case scenarios. Lastly, all stakeholders should understand that in most alternative plans there are winners and losers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579934 A Typology of Alternative Compensation Plans ProQuest LLC Ed.D. Dissertation, Edgewood College 2017-00-00 978-0-3554-3601-3 111 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:10623278 2018 As Provided JAN2020

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No Undergraduate Students Student Personnel Services Academic Achievement Academic Persistence Private Colleges Mixed Methods Research Comparative Analysis Correlation Case Studies Questionnaires Interviews Academic Advising Hooper, Michael Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Sophomore collegiate student persistence is an often-overlooked problem for universities and a relatively nascent area of educational research. In order to address this issue and contribute to the body of research on this topic, the present study was conducted to determine the impact of supplemental advisory services on sophomore student persistence at a private, four-year university in the southeastern United States. The researchers were also interested in identifying student perceptions of the program's impact on their university experiences. To accomplish the study purpose, the researchers employed a mixed-methods research design including a causal-comparative research component, correlational research component, and qualitative case study component within a theoretical framework anchored by Tinto (1993) and Astin (1975, 1984/1999). Archival participants (n = 7,002) included all sophomore students (defined as students having earned between 30 and 63 credit hours and enrolled in the third or fourth semester of college) having accessed supplemental advisory services since the program's inception in 2015. Questionnaire participants (n = 21) included current sophomore students having utilized the program's services either directly or indirectly and interview participants (n = 10) included current sophomore students having utilized the program's services directly or indirectly. Questionnaire and interview samples were determined using a combination of purposive convenience sampling, self-identification, and snowball sampling. The researchers found the supplemental advisory programming office's impact on students to be moderate across several subgroups and that student perceptions of the office were more positive if those students had been subject to adverse life experiences during their collegiate journey, though many believed the office could do a better job of communicating its outreach and purpose to the student 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.] ED580191 The Effect of Support Services on Sophomore University Students' Academic Success ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3553-7766-8 198 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:10637911 2018 As Provided JAN2020

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No Philosophy Intention Aesthetics Language Research Linguistics History Religion Literature Archaeology Art History Cognitive Science Semantics Johnson, Marilynn Dissertations/Theses - Doctoral Dissertations EISSN- English Interpretation is the process by which we find meaning in the things in the world around us: clouds on the horizon, bones, street signs, hairbrushes, uniforms, paintings, letters, and utterances. But where does that meaning come from and on what basis are we justified in saying a particular meaning is the right meaning? Drawing from debates in the philosophy of language, I argue that a complete theory of meaning and interpretation must be grounded in intentions. My argument employs research in the philosophy of language, aesthetics, linguistics, and cognitive science to develop a general framework of interpretation. This framework is then broadly applied to objects of interpretation across a range of fields: legal theory, history, art history, theology, literature, and archaeology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580192 Meaning through Things ProQuest LLC Ph.D. Dissertation, City University of New York 2017-00-00 978-0-3554-3767-6 210 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:10637918 2018 As Provided JAN2020

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No Sleep Risk Body Composition Body Height Body Weight National Surveys Student Behavior Intention Predictor Variables Undergraduate Students Health Behavior Correlation Obesity Quality of Life Drug Use Alamir, Yahya Ahmed Dissertations/Theses - Doctoral Dissertations West Virginia United States EISSN- English Higher Education Poor sleep quality among college students increases the risk for lower grade point averages, compromised learning, impaired mood, and motor vehicle accidents; and associated with several unhealthy behaviors and outcomes including substances/drugs use (alcohol and medications), and weight gain. Therefore, we assessed college sleep quality in relation to the NMUPD and BMI among a large sample of college students using the fall 2010-spring 2011 national survey data (American College Health Association-National College Health Assessment (ACHA-NCHA)). In addition, we used theoretical model integrating HBM perception constructs and behavioral intention to describe and predict college students' sleep quality among a sample of WVU undergraduate students. The goal of this dissertation was to better understand students' sleep quality. Study results can help in establishing theoretically driven interventions to promote students' sleep quality. Poor sleep was common among a large national sample of college students and among WVU college students. The NMUPD was significantly associated with poor sleep quality, and poor sleep quality significantly increases the predicted values of BMI and increases the risk of being overweight and obese. In addition, poor sleep quality was also associated with having more unhealthy days among WVU students. The HBM and the behavioral intention (TPB) have significant roles in prediction poor sleep quality among a sample of WVU college students. Our results extend the current knowledge regarding the association between NMUPD and poor sleep quality, the association between poor sleep quality and overweight and/or obesity, the association between poor sleep quality and poor HRQOL, and the significant roles of HBM and behavioral intention in explaining sleep quality among college students. Moreover, we add to the current literature the influence of the HBM on behavioral intention, which make a very significant combination in predicting sleep quality among college students. Therefore, assessment of college students' sleep quality should include screening for NMUPD, overweight and obesity, HRQOL as potential risk factors for poor sleep, and may all be interrelated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580680 College Students' Sleep Quality ProQuest LLC Ph.D. Dissertation, West Virginia University 2017-00-00 978-0-3555-1659-3 201 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:10616630 2018 As Provided JAN2020

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No Response to Intervention Reading Instruction Learning Disabilities Reading Difficulties Program Effectiveness Grade 9 Intervention Pretests Posttests Attendance Discipline Student Characteristics Secondary Education Administrator Attitudes Teacher Attitudes Student Attitudes Achievement Gains Correlation Luna, Jean Gladson, Amy Looney, Gina Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Grade 9 Response to Intervention and Instruction (RTI) is now the process for providing and monitoring reading interventions for students. In Tennessee, RTI is also used to identify students who may have a learning disability in the area of reading. For this reason, school districts are continuously evaluating the success of their RTI efforts in order to provide the best interventions. The authors in this study investigated the success of RTI efforts for a Middle Tennessee school district by focusing on a group of ninth-grade students who had received multiple years of intervention services. Researchers analyzed pretest and posttest data, attendance records, and discipline history of the students. An additional purpose of this study was to determine the perceived levels of effectiveness of literacy interventions at the secondary level through an examination of perceptions from district leaders, teachers, and students enrolled in intervention courses. Most impressive was the constant improvement shown through the analysis of universal screening data for 2 years for this cohort of students. After a thorough analysis of the data, it was determined that no statistically significant relationship existed between student attendance and suspensions and student achievement during the years students participated in Tier III literacy interventions. However, a correlational analysis revealed a negative relationship between student achievement scores and discipline referrals. The perceptions of students, teachers, and administrators indicated they felt interventions were successful in meeting the needs of students. Although students largely indicated a lack of reading enjoyment, most indicated that interventions had improved their success in reading related tasks. The researchers provided suggestions for practice for this Middle Tennessee 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.] ED580681 A Study of the Effectiveness of Literacy Interventions on Middle and High School Students ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3554-6993-6 200 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:10639278 2018 As Provided JAN2020

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Yes Culturally Relevant Education Qualitative Research Interviews Research Universities Data Information Sources Reflective Teaching Reflection Teacher Attitudes Educational Practices Evidence Based Practice Information Utilization Grounded Theory Smolarek, Bailey B. Hora, Matthew T. Reports - Research California University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Higher Education Drawing on insights from culturally responsive K-12 education frameworks and dual process theory, this qualitative study explores the situated nature of reflective practice among postsecondary faculty and calls for increased critical awareness and institutional support. Through interviews with 21 California research university faculty, this study found that instructors drew on both numeric and non-numeric data forms to engage in reflective practice. This tendency indicates a need for a more holistic, multi-disciplinary, and critical understanding of "data" than what the current accountability movement has imagined. This study's findings also show that although faculty consistently engaged in reflective practice, the outcomes of this reflection were severely limited by both individual bias and institutional constraints. Thus, while we recognize the current budgetary struggles many universities face, we argue that in order to better serve postsecondary students, particularly those from historically underrepresented groups, more institutional support is needed. Postsecondary institutions can play a significant role in facilitating critical examination by providing faculty the necessary space, time, and guidance to engage in critical reflection as well as the appropriate institutional mechanisms to voice concerns and enact change. ED580890 Examining How Faculty Reflect on Instructional Data: A Call for Critical Awareness and Institutional Support. WCER Working Paper No. 2016-4 Wisconsin Center for Education Research 2016-08-00 26 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 61 As Provided JAN2020

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Yes Postsecondary Education College Readiness Higher Education Career Readiness Secondary School Students English Language Learners Data Analysis Data Collection Privacy Equal Education Research Utilization Program Effectiveness Immigrants Student Rights Student Needs Program Implementation Teaching Methods Skill Development Inferences Goodman, Christie L., Ed. Collected Works - Serial ISSN-1069-5672 Intercultural Development Research Association English Postsecondary Education Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Using Data for Action and includes: (1) Community and School Use of Data for College Readiness and Postsecondary Success (Karmen Rouland, Susan Shaffer, and Phoebe Schlanger); (2) Data to Measure an Effective Instructional Context for Secondary Level Newcomers and English Learners (Kristin Grayson); and (3) Student Data Tracking--Taking a Closer Look at Privacy (Mark Barnett). (Individual articles contain resources.) ED580891 IDRA Newsletter. Volume 44, No. 6, June-July 2017 Intercultural Development Research Association 2017-00-00 Department of Education (ED) 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2018 ERIC JAN2020

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Yes Educational Environment Educational Improvement Educational Resources Change Strategies School Districts Administrative Principles Stakeholders Partnerships in Education Intervention Program Evaluation Elementary Secondary Education Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Elementary Secondary Education Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that district leaders--including superintendents, assistant superintendents, directors of student support services, or others--can take to support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, "Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017," see ED578926.] ED580892 School Climate Improvement Action Guide for District Leaders. School Climate Improvement Resource Package National Center on Safe Supportive Learning Environments 2017-01-00 Administrators 10 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 0 ERIC JAN2020

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Yes School Districts Guidelines Grading Annual Reports School Effectiveness Computation Evaluation Methods Evaluation Criteria Scoring Formulas Alternative Assessment Language Arts English Mathematics Tests Science Tests Social Studies Achievement Gains Acceleration (Education) Graduation Rate Elementary Secondary Education Guides - Non-Classroom Reports - Descriptive Florida Florida Department of Education, Division of Accountability, Research, and Measurement English Elementary Secondary Education School grades provide an easily understandable metric to measure the performance of a school. Parents and the general public can use the school grade and its associated components to understand how well each school is serving its students. The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changes made by the 2014 Legislature and incorporate the new Florida Standards Assessments (FSA). The 2015-16 school grades model uses the new school grades model adopted for 2014-15 and includes the new learning gains components for the first time. The purpose of this technical guide is to provide a description of the procedures used to determine school grades for the 2015-16 school year as set forth in Rule 6A-1.09981, Florida Administrative Code (F.A.C.), and Section 1008.34, Florida Statutes (F.S.). This guide does not replace or supersede the rule or statute and is intended to provide the reader with an explanation of the methodology for establishing grades as set forth in rule and statute. The school grading system focuses the school grading formula on student success measures. (1) achievement; (2) learning gains; (3) graduation; (4) acceleration success; and (5) maintaining a focus on students who need the most support. ED579157 2015-16 Guide to Calculating School and District Grades Florida Department of Education 2016-11-00 Administrators Teachers Parents 33 Florida Department of Education. Turlington Building Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; Web site: http://www.fldoe.org N/A 2018 0 ERIC JAN2020

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Yes Technical Assistance Adult Education Educational Assessment Testing Guidelines State Policy Student Evaluation Student Placement Diagnostic Tests Progress Monitoring Pretests Posttests Graduation Rate Staff Development Standardized Tests Adult Basic Education Disabilities Reports - Descriptive Guides - Non-Classroom Florida Test of Adult Basic Education Florida Department of Education English Adult Education This technical assistance paper provides guidance to individuals with test administration responsibilities in adult education programs. These policies apply to the approved assessments that programs may use to report educational gains in compliance with the National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). NRS identifies twelve Educational Functioning Levels (EFLs) in its accountability measures. Four EFLs are in Adult Basic Education (ABE), two in Adult Secondary Education (ASE), and six in English for Speakers of Other Languages (ESOL). The descriptors of each EFL are entry-level descriptors and illustrate student performance expectations at the particular level. The Florida assessment policy guidelines include the selection and use of appropriate student assessment and procedures for the following: (1) accurate student placement into appropriate program and instructional level; (2) diagnostic information to guide instruction; (3) pre- and post-testing to monitor progress toward goals; and (4) verification of level and program completion. These policy guidelines also include staff training and test security requirements for all staff who administer the standardized assessments and use the results from these assessments. ED579158 2015-2016 Florida Adult Education Assessment Technical Assistance Paper Florida Department of Education 2016-00-00 Practitioners 40 Florida Department of Education. Turlington Building Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; Web site: http://www.fldoe.org N/A 2018 6 ERIC JAN2020

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Yes Mental Health Information Technology Information Literacy Influence of Technology Mass Media Effects Computer Literacy Computer Use Mental Health Programs Health Promotion Educational Administration Moradi Sheykhjan, Tohid Speeches/Meeting Papers Reports - Evaluative EISSN- English A growing body of evidence from across the globe is also telling us that no matter where they are from more and more people are relying on digital tools, platforms and services to learn, engage, participate, play, innovate, work or socialize. In the current period of rapid development of information society information literacy of citizens belonging to different social and age groups is becoming increasingly important. Information technology expands the possibilities for communication and access to relevant information; provide the conditions for the implementation of social functions, self-realization and creativity. However, the possibility of mastering the skills of working with information is not equal for the reprehensive of citizens in the global society. Institutions and organizations engaged in this process can provide the overcoming of this inequality. Here specifies the step towards shaping an integrative conceptual frame of reference that encompasses most of the positive mental health dimensions of user activity in the digital revolution, which may serve as a basis for future research on the promotion of mental health literacy. [This paper was published in: "Techno-Pedagogy and Knowledge Management: The Transitional Gateway of Digital Instructional Space" (p25-32). Kerala, India: Government College of Teacher Education (ISBN 978-81-931058-6-3).]Wildc ED580893 Global Mental Health Crisis: Management of Education in the Digital Revolution Online Submission Paper presented at the UGC Sponsored National Seminar on "Techno-Pedagogy and Knowledge Management: The Transitional Gateway of Digital Instructional Space" (Kerala, India, Mar 18-19, 2016) 2016-03-00 10 N/A 2018 19 As Provided JAN2020

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Yes Job Skills Employment Qualifications Higher Education STEM Education Postsecondary Education Financial Support Educational Finance Employers Work Ethic Communication Skills College Faculty Interpersonal Competence Self Management Technological Literacy Personality Traits Industry Qualitative Research Case Studies Labor Force Development Interviews Cultural Capital Problem Solving Lifelong Learning Geographic Location Organizational Culture Family Characteristics Benbow, Ross J. Hora, Matthew T. Reports - Research Wisconsin University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER) English Higher Education The narrative of the "skills gap," or the notion that the United States economy suffers because employers are not able to find job applicants with workplace-ready skills (e.g., American Society for Training and Development 2012), has become an influential rallying cry in higher education funding circles in recent years. It is with these gaps in mind that this paper uses a qualitative case study of STEM-related Wisconsin postsecondary institutions and businesses, based on interviews with employer and educator respondents, to explore the following questions: (1) What skills are most highly valued by employers and college educators?; and (2) According to respondents, what social, organizational, or other contextual factors, if any, influence the value and prevalence of these skills? The findings, which were conceptualized with a field theoretical framework from relational sociology (Bourdieu 1998; Martin 2003), suggest not only that employers value noncognitive competencies like work ethic and communication that students internalize through family, friends, education, and work experiences, but also that many postsecondary educators understand how such cultural currency can influence students' future success in a variety of social spheres. Furthermore, employers and educators often discussed these competencies not as singular, isolated "skills," but as multifaceted and situated "habits of mind," inextricably linked as dispositional practices and states of being. ED580894 The Cultural Nature of Valued Skills: A Qualitative Investigation of Postsecondary Science Education and the "Skills Gap" in Wisconsin. WCER Working Paper No. 2016-06 Wisconsin Center for Education Research 2016-08-00 National Science Foundation (NSF) 46 Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/ N/A 2018 183 ERIC JAN2020 1348648

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No Content Area Reading Reading Strategies Grade 7 Secondary School Science Charter Schools Quasiexperimental Design Reading Comprehension Knowledge Level Outcomes of Education Secondary School Students Multivariate Analysis Reading Ability McQuaid, Kelly Kathleen Dissertations/Theses - Doctoral Dissertations Arizona EISSN- English Grade 7 Adolescent readers require a broad range of reading skills to deal with the challenges of reading complex text. Some researchers argue for a discipline-specific focus to address the low reading proficiency rates among secondary students. Disciplinary literacy attends to the different ways disciplines, such as science, generate and communicate knowledge. The purpose of this quasi-experimental study was to examine if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 132 7th grade science students in five Southern Arizona charter schools and whether reading ability moderates that impact. The theoretical foundation for this study rested on expert-novice theory and Halliday's theory of critical moments of language development. It is not known if and to what degree disciplinary literacy reading strategies impact student learning outcomes in reading comprehension and science content knowledge for 7th grade science students and whether or not reading ability has a moderating effect on those student learning outcomes. The results for MANCOVA did not produce statistically significant results nor did the moderation analysis for the influence of reading ability on reading comprehension in the disciplinary literacy group. However, the moderation analysis for the influence of reading ability on science content knowledge resulted in conditional significant results for low (p < 0.01) and average readers (p < 0.05). Low to average readers in the disciplinary literacy group appeared to benefit the most from reading comprehension instruction focused on learning science content in the science 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.] ED580193 Can You Read Me Now? Disciplinary Literacy Reading Strategies in the 7th Grade Science Classroom ProQuest LLC Ph.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3553-9107-7 271 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:10637934 2018 As Provided JAN2020

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No Special Education Teachers Elementary School Teachers Daily Living Skills Autism Pervasive Developmental Disorders Elementary School Students Self Efficacy Interviews Teacher Attitudes Instruction Spencer, Jamala Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The question of which strategies for teaching daily living skills (DLS) are most effective for students with autism spectrum disorder (ASD) requires increased attention. Special education elementary teachers may not have the instructional strategies necessary to teach DLS to students with ASD. DLS instruction for students with ASD is important because these skills are essential to functioning in school as well as society. The aim of this study was to identify elementary special education teachers' perceptions about their ability to teach DLS to students with ASD. The study's conceptual framework was rooted in a synthesis of ideas from current refereed literature, along with Bandura's social cognitive theory. Purposeful sampling identified 10 participants for individual interviews. Findings indicated 2 themes that emerged from Bandura's (1993) self-efficacy theory: lack of competency to teach DLS and teachers' beliefs about DLS instruction. Thematic and open coding indicated the following themes: lack of time, lack of administrative support in formally addressing DLS deficits, and strategies influencing DLS acquisition. The results indicated that special education elementary teachers did not feel efficacious about their ability to teach DLS to students with ASD and did not feel that they had time and support to provide DLS instruction to students with ASD. This study suggests a need for ongoing, sustainable professional development opportunities for special education teachers related to teaching DLS to students with ASD. Social change implications include improved teacher practice focused on increasing DLS performance for students with ASD so that they will be able to independently perform DLS in various environments, along with increased awareness and comprehension of the value of teacher voice in DLS instructional practices for students with ASD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580194 Special Education Elementary Teachers' Perceptions of Daily Living Skills Instruction for Students with Autism ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-6336-4 194 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:10637576 2018 As Provided JAN2020

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No Qualitative Research Faculty Development Communities of Practice Social Media Guidelines Grounded Theory Social Theories Teacher Collaboration Social Support Groups Humor Classroom Environment Computer Mediated Communication Teacher Attitudes Teaching Methods Teacher Participation Scurr, Adam Charles George Dissertations/Theses - Doctoral Dissertations EISSN- English This qualitative research investigated 15 teachers' learning in a Facebook online community of practice. The purpose of this study was to determine if learning in a teacher Facebook online community of practice was consistent with Wenger's community of practice framework, utilizing a constant comparison analysis. It was not known whether a Facebook teacher online community of practice was consistent with Wenger's framework or, as Trust suggested, only mildly resembling a community of practice. The theoretical foundations for this research were Vygotsky's social development theory and Wenger's communities of practice model. The first research question examined how teachers collaborated at lower levels. The data indicated several common learning modalities; affirmation, community engagement/support, counseling, emotional support, humor/entertainment, materials questions, professional advice, social situations at school, artifact discussion, classroom environment discussion, and exchanging materials. The second research question investigated how teachers collaboratively co-constructed new knowledge to impact teaching practices. The data showed two areas teachers where collaborated frequently; academic practices/development and classroom management practices. The third research question examined the teacher learning to determine similarities or differences to community of practice framework. The data indicated that the Facebook community exhibited all three indicators of a community of practice: domain, community, and practice. In conclusion, it was determined that the selected Facebook community was consistent with communities of practice framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579935 Teacher Learning in Online Communities of Practice ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3552-2987-5 276 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:10623309 2018 As Provided JAN2020

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No Principals Ethics Decision Making Administrator Attitudes Semi Structured Interviews Critical Incidents Method Phenomenology Geographic Regions Intuition Heuristics Faculty Development Metacognition Faddis, Toni Osborn Dissertations/Theses - Doctoral Dissertations California (San Diego) EISSN- English The purpose of this phenomenological study was to explore and describe the individual experiences of elementary principals' in Southern San Diego County when making ethical decisions that are unique to schools near the United States/Mexico border. Ethical decision-making, in this case, is the term used to depict an incident that calls for a decision to be made when there is not a clear course of action. As part of this exploration, the researcher sought to understand how each principal approached a recent problem, comprehend the sense-making strategies principals engaged in throughout the problem, and explain how the problem was resolved viewed through the Multiple Ethical Paradigms. Using the Critical Incident Technique, five principals participated in semi-structured interviews four times over 4 consecutive weeks. These interviews were designed to capture the nature and frequency of problems principals in border school communities experience because of the school's proximity to the border. In this study, the participants most frequently applied the ethic of care and the ethic of the profession when resolving problems of a critical nature. It was also learned that principals routinely use a combination of intuition and heuristic decision making practices when perhaps greater attention to a problem is warranted. Implications from this study suggest that educators need preparation and ongoing training in ethics and decision-making. Further, there is an unmet need for principals to process problems aloud with a trusted colleague. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579936 Inside the Black Box: Exploring the Metacognitive Strategies Used by Principals in Border Community Schools When Making Ethical Decisions ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3552-4320-8 147 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:10624875 2018 As Provided JAN2020

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No Professional Identity Finance Occupations Professional Personnel Accounting Role Change Individual Characteristics Institutional Characteristics Gender Differences Hilgart, Erin A. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study was to increase what is known about how professionals engage in professional identity shift as they adapt to changing roles and expectations in the workplace. Given the organizational, institutional, and regulatory changes increasing the need for finance professionals to engage in business partnering, this study explored how finance/accounting professionals in the financial services industry transition to the role of business partner. The primary units of analysis were the 33 cases of role identity shift that emerged across the 15 subject interviews. The researcher assumed that the learning required to transition to business partner goes beyond skill acquisition, involving a "shift in professional identity." The conceptual framework was based on a model by Chreim et al. (2007), which emphasizes the impact of institutional and organizational factors alongside individual factors on professional identity construction. Ibarra and Petriglieri's (2010) conception of "identity play" was also used to examine how participants reinvented themselves as part of identity transition. The study's conclusions reinforced the interaction, as posited, between individual traits and characteristics and organizational/institutional factors. In early and mid-career cases, the role of the manager was found to enable professional identity shift, and identity play was found to be useful, but not essential, to professional identity transition. In late career cases, perspective taking (Van Rossum, 2013) was found to be used to navigate dis-equilibrating experiences and role conflict as part of the professional identity transition process. Additionally, female participants were found to place more emphasis on the relational aspects of business partnering as compared to males. Core recommendations for future research include further exploration into (1) the role of perspective taking in navigating identity shifts that involve high role conflict, (2) gender differences in how professionals conceptualize and approach business partnering, and (3) the impact of organizational and institutional culture on professional identity transition. Core recommendations for practice include emphasis on development of people managers given their pivotal role in enabling professional identity shift, and re-examination of career paths and change/learning programs designed to prepare professionals for business partnering. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580195 Exploring Professional Identity Shift: A Case of Business Partnering in Finance ProQuest LLC Ed.D. Dissertation, Teachers College, Columbia University 2017-00-00 978-0-3554-4672-2 240 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637980 2018 As Provided JAN2020

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No Academic Advising School Holding Power College Students Qualitative Research Focus Groups Interviews Student Satisfaction Teacher Student Relationship Educational Environment Counseling Techniques Soden, Stacy Renaee Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this research study was to examine student and academic advisors' perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution and the student (Himes, 2014). Most college students are in a state of change and need academic advice to achieve success during a college transition (Tinto, 2012). Academic advisors can assist students in finding the right career for students' specific strengths. This qualitative study utilized Tinto's (2012) theories of student departure and retention to provide an understanding of how student retention rates can be based on a lack of positive institutional relationships between students and academic advisors. A higher education institution must establish conditions within its own system to promote positive student experiences and outcomes (Vianden & Barlow, 2015). Four research questions guided this study. Focus groups and interviews were used to collect data from students and academic advisors. Students and academic advisors discussed academic advising experiences, student satisfaction, and information needed to achieve successful advising sessions. Themes emerged relating to developing relationships, personalized advising sessions, and a consistent campus. Tinto (2012) stated students need individualized academic and social support to properly transition into college. Findings of the study indicated progressive academic advisement strategies have a positive impact on 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.] ED580196 Perceptions of Academic Advising and Student Retention ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3553-6473-6 139 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:10637689 2018 As Provided JAN2020

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Yes Awards Labor Market Job Skills Cost Effectiveness Correlation Credentials National Surveys Databases College Graduates Postsecondary Education Community Colleges Career Development Labor Force Development Wages Salaries Academic Degrees Educational Attainment Vocational Education Income Surveys Allied Health Occupations Bailey, Thomas Belfield, Clive R. Reports - Research North Carolina Columbia University, Community College Research Center English Higher Education Stackable credentials--sequential postsecondary awards that allow individuals to progress on a career path--have been suggested as a way to enhance the labor market prospects of middle-skill workers. Yet, thus far, little evidence has been provided on the economic value of these credentials. Here, we report a series of estimates on the association between stackable credentials and earnings. We use national, survey, and college-system-level datasets. A significant body of evidence indicates that the labor market returns to certificates--along with those to college degrees--are positive. But our estimates of stackable credentials show only weakly positive and inconsistent gains from these award combinations. Generally, these estimates are indistinguishable from the returns to only one postsecondary credential. There is no clear evidence of how earnings vary across types of stack--progressive, supplemental, or independent--or student characteristics. However, estimated earnings gains from stackable credentials may be imprecise. Few college students stack awards, the motives for stacking are unknown, and notably, the number of stacked awards depends on whether general vocational awards are included. Future research should examine why students stack awards and how they can choose combinations of awards that maximize their earnings gains from stacking. ED579160 Stackable Credentials: Do They Have Labor Market Value? CCRC Working Paper No. 97 Community College Research Center, Teachers College, Columbia University 2017-11-00 JP Morgan Chase Foundation 33 Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ N/A 2018 39 As Provided JAN2020

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Yes Teacher Supply and Demand State Legislation Documentation Public Schools Beginning Teachers Teacher Certification Teacher Education Programs Alternative Teacher Certification Vocational Education Enrollment Trends English Language Learners Certification Age Differences Gender Differences Racial Differences Ethnicity Teacher Selection Geographic Regions Counties Intellectual Disciplines Suckow, Marjorie A. Lau, Phi Phi Reports - Descriptive Numerical/Quantitative Data California California Commission on Teacher Credentialing English Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2015-16. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply. ED579161 Teacher Supply in California: A Report to the Legislature. Annual Report, 2015-2016. Submitted Pursuant to AB 471 (Chap. 381, Stats. 1999) California Commission on Teacher Credentialing 2017-04-00 Policymakers 493 California Commission on Teacher Credentialing. 1900 Capitol Avenue, Sacramento, CA 95811. Web site: https://www.ctc.ca.gov N/A 2018 0 ERIC JAN2020

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No Catholic Schools Institutional Mission Elementary School Students Principals Instructional Leadership Burnout Qualitative Research Grounded Theory Interviews Administrator Attitudes Mentors Social Support Groups Peer Groups School Administration Leadership Effectiveness Orientation Gross, Patrick M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Catholic schools play an important role in the United States' educational landscape, forwarding a model of excellence in education, providing school choice, lowering overall public education costs, and central to their mission, serving as a ministry of the Catholic Church. However, Catholic schools face historically unprecedented challenges, and more than ever require stable, competent and confident leadership at the site level. At the same time, demographics, attrition and turnover are producing a high number of novice principals in the Catholic school ranks. In addition, challenges and stresses of the principalship put all principals at risk of burnout. Effective centralized diocesan induction supports may help assure new principals' competence, confidence, and success. This qualitative, grounded theory dissertation in practice, based on an analysis of interviews with new principals in a large archdiocese in the Western United States, explored which central support practices were perceived as successful, and produced recommendations for promising practices to be explored, implemented or continued. Practices with particular promise, as described by the study participants, included formal and informal mentorship, the facilitation of an ongoing peer support network, and the assurance of clear and stable policy guidance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579937 Catholic Elementary School Principal Induction: An Investigation of Diocesan Supports for Competent, Confident Leadership ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3853-2 140 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:10624592 2018 As Provided JAN2020

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No Multiple Literacies Picture Books Qualitative Research Case Studies Constructivism (Learning) Cooperative Learning Video Technology Teacher Attitudes Poetry Private Schools Grade 1 Elementary School Students Teaching Methods Thomson, Catherine Todd Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 1 With a shift towards 21st century literacy practices and a greater variety of literature, the mere definitions of literacy and text are shifting. The focus on traditional text that heavily relies on words and supporting pictures to convey meaning has changed to text of multiple modes. Teachers are now charged with fostering new skills in students in order to help them engage with these texts effectively and to allow them to make meaning of the multimodal texts that surround them (Siegel, 2006). In this qualitative case study, the primary investigator assumed a dual role as the classroom teacher and researcher in order to examine the meaning-making process and find trends in students' learning, particularly in the context of a social constructivist learning environment. The study examined a group of ten first graders in an independent school setting as they explored and constructed meaning of the wordless picturebook, "Trainstop," by Barbara Lehman. This genre offered an opportunity to examine meaning-making without the constraints of decoding and interpreting written text (Serafini, 2014). Students were asked to collaboratively read the book and transmediate their meanings by creating a digital book with the iPad application, Book Creator. This afforded them a means to create collaborative versions of this story on a multimodal platform. Data collection included video recordings of student exchanges through the processes of reading, rereading, and then creating their meaning in the form of their digital book. Video transcriptions, researcher's notes and reflections, as well as the final digital books were examined for paths of meaning-making and collaborative exchanges. The findings show how each pair approached the text differently, assumed distinctive roles, and used a blend of modes in order to make meaning of the wordless picturebook. Students collaborated to navigate, interpret, interrogate, and design their stories (Serafini, 2012), but this process also highlighted how the collaborative environment provided a means to discover performative meaning in their stories. As they blended their transactions to create a collaborative poem, these modes of reading translated into modes of creating without losing this performative nature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579938 Multimodal Literacy: Journey through the Collaborative Transmediation of Wordless Picturebooks ProQuest LLC Ph.D. Dissertation, Old Dominion University 2017-00-00 978-0-3554-0935-2 228 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623322 2018 As Provided JAN2020

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Yes Educational Environment Educational Improvement Educational Resources Administrative Principles Noninstructional Responsibility Staff Role Change Strategies Stakeholders Partnerships in Education Information Utilization Intervention Program Evaluation Elementary Secondary Education Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Elementary Secondary Education Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that noninstructional staff--including guidance counselors, social workers, school psychologists, office staff, bus drivers, maintenance and facility staff, and food service staff--can take to support school climate improvements. Although most of the action steps within this document can be completed by all noninstructional staff, some action steps will need to be done by school counselors, psychologists, and social workers but not by others. In those cases, action steps are marked with an asterisk (*). [For the complete resource package, "Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017," see ED578926.] ED580895 School Climate Improvement Action Guide for Noninstructional Staff. School Climate Improvement Resource Package National Center on Safe Supportive Learning Environments 2017-01-00 Support Staff 8 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 0 ERIC JAN2020

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Yes Hearing Impairments Children Anxiety Fatigue (Biology) Listening Comparative Analysis Physiology Biochemistry Hierarchical Linear Modeling Longitudinal Studies Differences Profiles Language Tests Nonverbal Ability Intelligence Tests Verbal Ability Statistical Analysis Bess, Fred H. Gustafson, Samantha J. Corbett, Blythe A. Lambert, E. Warren Camarata, Stephen M. Hornsby, Benjamin W. Y. Reports - Research Tennessee Clinical Evaluation of Language Fundamentals Test of Nonverbal Intelligence EISSN- English Objectives: It has long been speculated that effortful listening places children with hearing loss at risk for fatigue. School-age children with hearing loss experiencing cumulative stress and listening fatigue on a daily basis might undergo dysregulation of hypothalamic-pituitary-adrenal (HPA) axis activity resulting in elevated or flattened cortisol profiles. The purpose of this study was to examine whether school-age children with hearing loss show different diurnal salivary cortisol patterns than children with normal hearing. Design: Participants included 32 children with mild to moderate hearing loss (14 males; 18 females) and 28 children with normal hearing (19 males; 9 females) ranging in age from six to twelve years. Saliva samples were obtained six times per day on two separate school days. Cortisol levels were measured by mass spectrometric detection after liquid-liquid extraction. Salivary cortisol levels between children with hearing loss and children with no hearing loss over the course of the day were examined with Hierarchical Linear Modeling (HLM) using mixed-model statistical analysis. Between-group comparisons were also computed for the area under the curve (AUC), an analytical approach for calculating overall cortisol secretion throughout the day. Results: Significant differences in the cortisol awakening response (CAR) were observed between children with hearing loss and children with normal hearing; however, no differences were observed between the two groups subsequent to the CAR (60-minutes post-awakening, 10:00 am, 2:00 pm and 8:00 pm). Compared to children with normal hearing, children with hearing loss displayed elevated cortisol levels at awakening and a reduced growth in cortisol secretion from awakening to 30-minutes post-awakening. No significant differences in overall cortisol secretion throughout the day were found between groups (area under the curve). Finally, cortisol levels increased with increasing age for children with hearing loss but not for children with normal hearing. Conclusions: Results of this preliminary study indicate a possible dysregulation in HPA axis activity in children with hearing loss characterized by elevated salivary cortisol levels at awakening and a diminished increase in cortisol from awakening to 30- minutes post-awakening. The pattern of elevated cortisol levels at awakening is consistent with some studies on adults with burnout, a condition characterized by fatigue, loss of energy and poor coping skills. These findings are consistent with the idea that children with hearing loss may experience increased vigilance and need to mobilize energy promptly in preparation for the new day. [This study was published in "Ear and Hearing," v37 n3 p334-344 May 2016.] ED580896 Salivary Cortisol Profiles of Children with Hearing Loss Grantee Submission 2016-05-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) Institute of Education Sciences (ED) National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH) Dan and Margaret Maddox Charitable Fund 28 T http://dx.doi.org/10.1097/AUD.0000000000000256 2018 99 As Provided JAN2020 Yes R324A110266 P30HD15052 UL1TR000445

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No Memory Language Processing Correlation Grammar Error Analysis (Language) Prediction Linguistic Input Sentence Structure Task Analysis Reading Processes Decision Making Schlueter, Ananda Lila Zoe Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation explores the relationship between the parser and the grammar in error-driven retrieval by examining the mechanism underlying the illusory licensing of subject-verb agreement violations ("agreement attraction"). Previous work motivates a two-stage model of agreement attraction in which the parser predicts the verb's number and engages in retrieval of the agreement controller only when it detects a mismatch between the prediction and the bottom-up input (Wagers, Lau & Phillips, 2009; Lago, Shalom, Sigman, Lau & Phillips, 2015). It is the second stage of retrieval and feature-checking that is thought to be error-prone, resulting in agreement attraction. Here we investigate two central questions about the processing system that underlies this profile. First, to what extent does error-driven retrieval end up altering the structural representation of the sentence, as compared to an independent feature-checking process that can result in global inconsistencies? Using a novel dual-task paradigm combining self-paced reading and a speeded forced choice task, we show that comprehenders do not misinterpret the attractor as the subject in agreement attraction. This indicates that the illusory licensing reflects a low-level number rechecking process that does not lead to restructuring. Second, what is the relationship between the information guiding the retrieval process and the terms that define agreement in the grammar? In a series of speeded acceptability judgment and self-paced reading experiments, we demonstrate that the number cue in error-driven retrieval is as abstract as the terms in which agreement is stated in the grammar, and that semantic features not relevant to the dependency in the grammar are not used to guide retrieval of the agreement controller. However, data from advanced Chinese learners of English suggests that it is not the case that all features relevant to the grammatical dependency will necessarily be used as retrieval cues. Taken together, these results suggest that the feature-checking repair mechanism follows grammatical principles but can result in a final structural representation of the sentence that is inconsistent with the grammar. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580683 Memory Retrieval in Parsing and Interpretation ProQuest LLC Ph.D. Dissertation, University of Maryland, College Park 2017-00-00 978-0-3553-0348-3 243 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:10616666 2018 As Provided JAN2020

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No Higher Education Action Research Educational Research Data Analysis Teaching Methods Technology Integration College Faculty Academic Achievement Outcomes of Education King, Janet L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The utilization of learning analytics to support teaching and learning has emerged as a newer phenomenon combining instructor-oriented action research, the mining of educational data, and the analyses of statistics and patterns. Learning analytics have documented, quantified and graphically displayed students' interactions, engagement, and performance to gain a more complex understanding of teaching and learning. Researchers and scholars have hailed learning analytics as one of the future game-changers in higher education. This study addressed important questions. How have instructors at institutions of higher learning explored learning analytics to reflect upon their teaching practice--specifically, curriculum, pedagogy, student learning and outcomes? What have been the perceived key challenges to the adoption and implementation of learning analytics by instructors at institutions of higher learning? A reflection on technology integration with an emphasis on the affordances and rhetoric of learning analytics to inform teaching and learning was presented. An exploratory study was undertaken consisting of a two-phased research approach--a dominant-less dominant design, addressing the nature and extent of instructors' use of learning analytics in higher education. The findings failed to substantiate extensive buy-in by instructors; challenges included a lack of time to learn and implement analytics, a culture of resistance, issues with change, and insufficient professional development, training and incentives. When learning analytics were used, it often involved supervisory and pro-active affordances 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.] ED580684 The Nature and Extent of Instructors' Use of Learning Analytics in Higher Education to Inform Teaching and Learning ProQuest LLC Ph.D. Dissertation, University of Nevada, Las Vegas 2017-00-00 978-0-3553-1248-5 180 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:10599786 2018 As Provided JAN2020

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No Stakeholders School Holding Power Reading Instruction Reading Difficulties Reading Tests Case Studies Qualitative Research Cultural Capital Parents Administrators Grade 3 Elementary School Students Elementary School Teachers Interviews Focus Groups Mankins, Jennifer K. Dissertations/Theses - Doctoral Dissertations Oklahoma EISSN- English Grade 3 Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was to examine the perceptions of stakeholders who had experienced implementation of mandated student retention in early childhood. The study is informed by Bourdieu's cultural capital theory of social distinctions, Bloom's taxonomy theory, and Festinger's social comparison theory. Seventeen participants, including 2 parents, 8 teachers, and 7 administrators, took part in face-to-face interviews and focus groups to provide data on 3rd graders in 4 schools in an Oklahoma district. Responses from interviews and focus groups were audiorecorded, transcribed, and coded for themes. Nine themes emerged from data analysis. These themes reflected participants' concern for the potential damage to students' self-esteem, an increase in dropout rates, and that the 3rd grade is too late for retention. On the positive side, participants indicated mandatory retention permitted retention that had been previously refused, and provides time for maturity, as well as the opportunity for success for struggling students. However, study participants also opined that mandatory retention created new challenges for students, teachers, and schools. Findings guided the development of a policy recommendation to create social change within the participating district, empowering educators to help parents better understand this law and prepare their children for the 3rd grade assessment by outlining a plan for early identification and creating programs for struggling 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.] ED579939 Stakeholders' Perceptions on Mandated Student Retention in Early Childhood ProQuest LLC Ed.D. Dissertation, Walden University 2018-00-00 978-0-3553-1959-0 149 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:10623448 2018 As Provided JAN2020

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No Mathematics Instruction Mathematics Teachers Secondary School Mathematics Secondary School Teachers Teaching Methods Equal Education Teacher Participation Case Studies Observation Interviews Mercado, Janet Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Equity in mathematics teaching has gained increased attention in the last few decades. A growing field of research has provided various definitions of equity, outlined standards, and identified practices that lead to equitable learning opportunities for all students, particularly for students from non-dominant backgrounds. However, few studies have examined how teachers engage in this complicated work. Recently, a limited number of researchers have highlighted the possible connection between teacher noticing and equitable practices. Existing studies on teacher noticing in mathematics have primarily focused on teachers' attention to student thinking. Noticing for equity expands on the idea of attending to students to explore what teachers attend to in terms of participation, access and power. This dissertation consists of two studies that examined secondary mathematics teachers' noticing, practices and pedagogical commitments. The first paper examined the noticing, instructional practices and pedagogical commitments of three secondary mathematics teachers who were identified as being committed to equity. Data were drawn from three case studies and included videotaped observations, field notes and interviews. Specifically, this study examined what teachers noticed in the moment of teaching and the relationship between teachers' in-the-moment noticing, practices, and pedagogical commitments. The study findings highlight the complexity of engaging in equitable practices, associated noticing and the role crucial role of teachers' pedagogical commitments to students and equity. The second paper examined how teachers reasoned about videos of instruction and the influence of teachers' pedagogical commitments on their interpretations. This study conceptualized noticing as not just related to what teachers see, but how they also reason about what they see. Teacher noticing is also conceptualized as being tied to broader constructs of instruction that shape what one finds to be noteworthy. In other words, teacher noticing is informed by the expectations teachers have of teaching and learning, what some researchers describe as framing. Findings from this study highlight the interpretive frameworks that teachers use when watching videos of teacher practices and the role of teachers' pedagogical commitments in framing their interpretations. Drawing from both study findings, recommendations for professional development 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.] ED579940 Broadening Participation in Mathematics: A Study of Secondary Mathematics Teachers and Noticing for Equity ProQuest LLC Ph.D. Dissertation, University of California, Irvine 2017-00-00 978-0-3554-1365-6 141 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:10633444 2018 As Provided JAN2020

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No Disability Identification Dyslexia Public Schools Case Studies School Districts Suburban Schools At Risk Students Special Education Qualitative Research Teacher Role Definitions Response to Intervention Faculty Development Futterman, Kathy R. Dissertations/Theses - Doctoral Dissertations California EISSN- English One of the key problems facing public education today is the need for early and accurate identification of students with dyslexia. Students with dyslexia in public schools have historically been largely ignored or under-identified. California public school educators and administrators need to understand what dyslexia is and how to accurately identify those students as early as possible. The majority of students with dyslexia, if identified at all, are currently being identified only if they have been referred for special education and typically fall under the category of a Specific Learning Disability. This explanatory case study proposes to examine how one large, diverse suburban school district in California is currently identifying students with suspected or identified dyslexia through the lens of special education. The potential impact of early and accurate identification of students with dyslexia in California public schools is critical with the possibility of reducing the number of students who end up being referred for special education, reducing the number of students who do not graduate from high school, reducing the number of students who suffer from anxiety and depression, incarceration and challenges with acquiring and maintaining employment. Results from this qualitative explanatory case study include educators having difficulties precisely defining dyslexia, a historical avoidance of being able to say the word "dyslexia" in public schools, fragmented approaches to Response to Intervention and an expressed need by participants for more professional 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.] ED580685 Identification of Students with Dyslexia in California Public Schools ProQuest LLC Ed.D. Dissertation, California State University, East Bay 2017-00-00 978-0-3555-1219-9 128 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:10636693 2018 As Provided JAN2020

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No Nursing Education Undergraduate Study Faculty Mobility Teacher Persistence Job Satisfaction Mixed Methods Research College Faculty Clinical Teaching (Health Professions) Teacher Role Role Conflict Astrella, Julie A. Dissertations/Theses - Doctoral Dissertations Wisconsin EISSN- English Higher Education The United States is in the midst of a nursing faculty shortage, particularly those that provide clinical instruction. Clinical instructors play an integral role in undergraduate nursing education by bridging the gap between theoretical knowledge and nursing practice; this position is also the most difficult to recruit for and retain. The factors negatively impacting faculty retention are complex, but research finds that role strain is a prominent reason for job dissatisfaction and a contributor to faculty attrition. This study utilized a mixed methods approach to explore role strain among undergraduate clinical instructors teaching in Wisconsin nursing programs. Of particular interest was the impact of nurse faculty practice on the degree of role strain experienced. Participants were also invited to discuss activities they undertook to relieve role strain. The sample (n = 37) was comprised of undergraduate clinical instructors employed by one of four BSN-degree conferring institutions in Wisconsin, all located in an urban setting. Fifty-one percent of participants engaged in nurse faculty practice. Results indicated that clinical instructors experienced varying degrees of role strain and that nurse faculty practice did not reduce role strain, although practicing instructors felt more competent. Role strain was lessened when instructors practiced at the same facility where they taught clinical. Collegial support was a key factor that relieved role strain. Academic institutions were recommended to develop mechanisms for providing collegial support to instructors and to support nurse faculty practice by forming academic-practice partnerships with health care organizations. Doing so may reduce clinical instructor role strain and attrition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580686 An Exploration of Factors That Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs ProQuest LLC D.N.P. Dissertation, Edgewood College 2017-00-00 978-0-3555-1207-6 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:10599179 2018 As Provided JAN2020

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Yes Adult Education Educational Assessment Testing Accountability Student Educational Objectives Student Placement Pretests Posttests Progress Monitoring Educational Policy Guidelines Standardized Tests Test Results Adult Literacy Adult Basic Education Benchmarking High School Equivalency Programs State Policy Academic Accommodations (Disabilities) Testing Accommodations Special Needs Students Alternative Assessment Training Evaluators Information Security Distance Education Computer Assisted Testing Reports - Descriptive Guides - Non-Classroom Florida Test of Adult Basic Education Florida Department of Education English Adult Education This technical assistance paper provides guidance to individuals with test administration responsibilities in adult education programs. These policies apply to the approved assessments that programs may use to report educational gains in compliance with the National Reporting System (NRS) requirements. The NRS is the accountability system for the federally funded adult education program, mandated by the Workforce Innovation and Opportunity Act (WIOA). NRS identifies twelve Educational Functioning Levels (EFLs) in its accountability measures. Four EFLs are in Adult Basic Education (ABE), two in Adult Secondary Education (ASE), and six in English for Speakers of Other Languages (ESOL). The descriptors of each EFL are entry-level descriptors and illustrate student performance expectations at the particular level. The Florida assessment policy guidelines include the selection and use of appropriate student assessment and procedures for the following: (1) accurate student placement into appropriate program and instructional level; (2) diagnostic information to guide instruction; (3) pre- and post-testing to monitor progress toward goals; and (4) verification of level and program completion. These policy guidelines also include staff training and test security requirements for all staff who administer the standardized assessments and use the results from these assessments. [For the 2015-2016 version of this paper, see ED579158.] ED579162 2016-2017 Florida Adult Education Assessment Technical Assistance Paper Florida Department of Education 2017-00-00 Practitioners 42 Florida Department of Education. Turlington Building Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; Web site: http://www.fldoe.org N/A 2018 9 ERIC JAN2020

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Yes Kindergarten Mathematics Skills Preschool Education Program Evaluation Program Effectiveness Early Experience Followup Studies Evaluation Methods Curriculum Enrichment Mattera, Shira Morris, Pamela Reports - Research MDRC English Kindergarten Early math ability is one of the best predictors of children's math and reading skills into late elementary school. Children with stronger math proficiency in elementary school, in turn, are more likely to graduate from high school and attend college. However, early math skills have not historically been a major focus of instruction in preschool and kindergarten classrooms. This brief presents the findings from a study of two early math programs--Making Pre-K Count and High 5s. ED579164 Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs MDRC 2017-02-00 Robin Hood Foundation Heising-Simons Foundation Overdeck Family Foundation Richard W. Goldman Family Foundation 9 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 16 As Provided JAN2020

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Yes Enrollment Management Summer Programs Low Income Students Community Colleges College Students Two Year College Students Reports - Descriptive Ohio MDRC Great Lakes Higher Education Corporation and Affiliates Ohio Association of Community Colleges (OACC) English Two Year Colleges MDRC's Center for Applied Behavioral Science (CABS) and Postsecondary Education policy area launched the Encouraging Additional Summer Enrollment (EASE) project in collaboration with Great Lakes Higher Education Corporation & Affiliates and the Ohio Association of Community Colleges. The project aims to increase summer enrollment rates among low-income community college students using insights from behavioral science. This infographic briefly describes why summer enrollment is encouraged, five reasons why students may not enroll in summer courses, and two interventions MDRC designed to address these five barriers--a new communication strategy and a financial incentive. ED579165 Can We Boost College Summer Enrollment Using Behavioral Science? MDRC 2017-09-00 4 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 0 ERIC JAN2020

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Yes Student Financial Aid Higher Education State Aid Financial Services Student Loan Programs Demography College Students Paying for College Student Costs Information Sources Grants Educational Needs Labor Needs Educational Attainment Graduation Rate Loan Default Loan Repayment Financial Policy Federal Aid College Readiness Student Characteristics Profiles Fernandez, Chris Fletcher, Carla Klepfer, Kasey Numerical/Quantitative Data Reports - Evaluative Texas Pell Grant Program TG (Texas Guaranteed Student Loan Corporation) English Higher Education The Texas Guaranteed Student Loan Corporation (TG) offers critical support to schools, students, and borrowers at every stage of the federal student aid process--from providing information on how to pay for a higher education, including financial aid options, to facilitating successful loan repayment after graduation. As part of that support, this report presents TG's latest issue of "State of Student Aid and Higher Education in Texas." This publication offers Texas policymakers, their staff members, and members of the student financial aid community an overview of key facts that describe student financial aid in Texas. The report is divided into the following sections: (1) Texas Demographics; (2) Texas College Readiness; (3) Profile of Texas College Students; (4) Cost of Education and Sources of Aid in Texas; (5) Grant Aid and Net Price in Texas; (6) Loans; (7) Need and Work; (8) Texas College Attainment; (9) Delinquencies, Defaults, and Collections; and (10) Texas Higher Education & Student Debt Policy. [For the 2016 report, "State of Student Aid and Higher Education in Texas, 2016," see ED569986.] ED579941 State of Student Aid and Higher Education in Texas, 2017 TG (Texas Guaranteed Student Loan Corporation) 2017-01-00 Policymakers 95 TG (Texas Guaranteed Student Loan Corporation). PO Box 83100, Round Rock, TX 78683. Tel: 800-252-9743; Tel: 512-219-5700; Web site: http://www.tgslc.org N/A 2018 0 ERIC JAN2020

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No Models Validity Performance Based Assessment Preservice Teachers Teacher Educators Teacher Surveys Interviews Kim, Su Jung Dissertations/Theses - Doctoral Dissertations Minnesota (Minneapolis) Minnesota EISSN- English Higher Education This study explores a new comprehensive framework for understanding elements of validity, specifically for performance assessments that are administered within specific and dynamic contexts. The adoption of edTPA is a good empirical case for examining the concept of consequential validity because this assessment has been implemented at the state level over several years in Minnesota, adding a much needed large-scale case to the literature on situated assessment validity (Moss, 1996). By drawing on the work of several measurement theorists (Frederiksen & Collins, 1989; Linn, Baker, & Dunbar, 1991; Uhlenbeck, Verloop, & Beijaard, 2002), I have constructed a framework of six dimensions for exploring the concept of consequential validity: 1) educational consequence, 2) meaningfulness, 3) directness, 4) transparency, 5) fairness, and 6) usability. This framework serves both as an analytic frame for data analysis and as our effort to further define and synthesize what is meant by consequential validity within the measurement and assessment field. This study used three data collection strategies: individual and group interviews with teacher candidates and teacher educators and a survey of teacher educators. 23 teacher candidates and 11 teacher educators were interviewed and they represented the edTPA participants at the University of Minnesota. In addition, 22 teacher educators from other institutions participated in a survey across Minnesota. Findings from this study indicate that teacher candidates and teacher educators identify both positive and negative consequences of edTPA based on its design and expectations. However, the consequences of edTPA were strongly affected by local implementation contexts. By using the six dimensions within the proposed framework, this study uncovers links between consequences and contexts. This suggests that implementation of a new assessment that is meant to be educative may also rely on developing a particular "assessment culture" in which data interpretation and use is a more commonly accepted 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.] ED579942 Exploring a Framework for Consequential Validity for Performance-Based Assessments ProQuest LLC Ph.D. Dissertation, University of Minnesota 2017-00-00 978-0-3554-0639-9 132 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:10623548 2018 As Provided JAN2020

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No Common Core State Standards Teacher Attitudes Teacher Surveys Correlation Teaching Methods State Standards Comparative Analysis Elementary School Teachers Primary Education Reading Materials Kindergarten Grade 1 Grade 2 Estruch, Marcie Jane Dissertations/Theses - Doctoral Dissertations New York (New York) EISSN- English Elementary Education This study sought to determine the relationship between teachers' attitudes toward the Common Core State Standards and three predetermined factors. These factors were (1) teachers' attitudes toward the practicality of pedagogical shift three, balancing informational and literary texts, (2) teachers' attitudes toward school support with the implementation process of pedagogical shift three, balancing informational and literary texts, and (3) teachers' attitudes toward the balance of informational and literary texts in comparison with the previous set of New York State standards. Through the use of a teacher survey, the researcher assessed the relationship between teachers' attitudes toward the Common Core State Standards and these three factors. This study found a moderate correlation between the three predetermined factors and teachers' attitudes toward the Common Core State Standards. The findings of this research will aid in creating a plan for properly preparing and supporting teachers to effectively implement pedagogical shift three of the Common Core State Standards. The participants of this study were kindergarten, first, and second grade teachers throughout the state of New York. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579943 The Relationship between Teacher Attitudes toward the Common Core State Standards and Informational Text ProQuest LLC Ed.D. Dissertation, Liberty University 2018-00-00 978-0-3552-7578-0 113 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:10623568 2018 As Provided JAN2020

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No Elementary School Teachers Computer Uses in Education Educational Assessment Computer Assisted Testing Interviews Educational Benefits Phenomenology Qualitative Research Information Utilization Domagala, Jospeh F. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Teachers in the classroom need to be able to modify instruction in a meaningful way that helps students to improve academically. School districts provide electronic assessment data which helps teachers identify areas for improvement within their instruction. Electronic performance assessment systems can be an effective means of assisting schools to improve assessment scores. While teachers often have access to these electronic assessment performance systems, understanding how to use them, and effectively using them in practice can be challenging in many districts. The purpose of this phenomenological qualitative study was to examine how elementary school teachers use an electronic assessment performance system to improve lessons and enhance classroom instruction. The study employed the use of interviews in order to collect information from teachers about how they used electronic assessment performance systems, the benefits they derived, and the challenges of using these systems. Overall, the study found a need for collaborative time where teachers have an opportunity to review and analyze data as teams in order to offer suggestions for enhancing instruction. The researcher provides additional recommendations for various stakeholders as well as future research possibilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579944 Using Electronic Assessment Systems to Enhance Instruction ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3855-6 108 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:10624599 2018 As Provided JAN2020

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Yes Charter Schools Public Schools School Effectiveness Success Standardized Tests Selective Admission Middle Schools Mathematics Achievement English Curriculum School Statistics Scores Demography Raw Scores Equated Scores Comparative Analysis Regression (Statistics) Winters, Marcus A. Reports - Research New York (New York) Manhattan Institute for Policy Research English Middle Schools Critics of charter schools in New York City, America's largest school district, often allege that charters score better on standardized tests, on average, than traditional public schools because charters "cream-skim" (i.e., attract) the brightest, most motivated, students. Yet this accusation neglects the fact that not all traditional public schools are open admission. Some, such as Stuyvesant High School and the Bronx High School of Science, use entrance exams and other demanding criteria to recruit the best students. New York is also home to 98 traditional selective public middle schools. If admitting students with better academic credentials were the key to better test scores, New York's traditional selective public schools (which pursue such practices) would easily outperform its charter schools (whose students are admitted by lottery and are more likely to be poor and nonwhite). But this is not the case. This report compares aggregate test scores in math and English in New York's 73 charter middle schools with those of its 98 traditional selective middle schools. (There are no traditional selective elementary schools, and state exams in math and English are not administered after eighth grade, the final year of middle school.) It finds that students at charters score equally well in math as (though worse in English than) students in traditional selective schools. However, when an apples-to-apples comparison is made by comparing students only from similar racial and socioeconomic backgrounds, charters shine more brightly: their students score better in math than, and just as well in English as, those in traditional selective schools. ED579166 New York Charter Schools Outperform Traditional Selective Public Schools: More Evidence That Cream-Skimming Is Not Driving Charters' Success. Report 33 Manhattan Institute for Policy Research 2017-03-00 16 Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org N/A 2018 0 As Provided JAN2020

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Yes College Students Enrollment Trends Full Time Students College Credits Employees Racial Differences Ethnicity Gender Differences Financial Support Instructional Program Divisions Associate Degrees Teacher Education Programs Professional Education Adult Education Vocational Education Postsecondary Education Bachelors Degrees Nursing Education Minority Group Students Graduation Sciences Occupations Salaries Expenditures Budgets Costs Fees Educational Facilities Numerical/Quantitative Data Reports - Descriptive Florida Florida Department of Education, Division of Accountability, Research, and Measurement English Higher Education This 2016 fact book for the Florida College System is divided into the following categories: (1) Student Information, which includes fall, annual, FTE, and program enrollment statistics, as well as credit program completion statistics; (2) Employee Information, which includes statistics regarding employee headcount by occupational activity and full-time faculty salaries; and (3) Financial Information, which covers revenue and expenditures for all funds, revenue and expenditures by program area, annual cost analyses, costs per credit hour, student fees, student fee comparisons, and financial information for facilities sites, inventory, and value by college. Florida's 28 colleges operate 178 sites around the state, providing educational opportunities within commuting distance to all of Florida's residents. For the 2014-15 academic year, the total annual student headcount was 813,838. In Fall of 2015, this population was made up of 35% full-time students and 65% part-time students at an average age of 25 years old with 59% females and 58% minority enrollment. 110,844 degrees/certificates (including Bachelors Degree Program, AA Degrees, AS Degrees, Vocational and College Credit Certificates, Education Preparation Institute (EPI), and Certificates of Professional Preparation) were awarded in the 2014-2015 academic year. [For the 2015 Fact Book, see ED555875.] ED579167 The Fact Book: Report for the Florida College System, 2016 Florida Department of Education 2016-00-00 112 Florida Department of Education. Turlington Building Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; Web site: http://www.fldoe.org N/A 2018 0 ERIC JAN2020

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No Underachievement Academically Gifted Educational Experience Student Attitudes Educational Attitudes Student Surveys Teacher Attitudes Teacher Education Student Needs Statistical Analysis Comparative Analysis Educational Strategies Macy, Paula Dissertations/Theses - Doctoral Dissertations EISSN- English Underachievement in gifted students is a problem often overlooked in the school system; up to 50% of gifted students achieve below their potential abilities (Morisano & Shore, 2010). However, gifted students are not considered at-risk and do not always receive educational experiences aimed to meet their needs (Ritchotte, Matthews, & Flowers, 2014). The risk of gifted underachievement is a problem for educators and a loss to society (Ritchotte et al., 2014; Steenbergen-Hu & Olszewski-Kubilius, 2016). In this quantitative study, survey responses from gifted achievers and underachievers were analyzed to determine differences in educational experiences and attitudes toward school and learning. Additionally, data from teachers were analyzed to determine if they perceive themselves as properly trained to meet the affective and academic needs of gifted students. The Mann-Whitney U test was used to understand whether the perceived value of educational experiences and attitudes toward school and learning differed among achieving and underachieving gifted students. The test showed no statistically significant difference between the two groups. Frequency distribution indicated the mode of responses to the teacher surveys. While some teachers use effective strategies in their classrooms to meet the needs of gifted students, other do not. Most teachers admitted to having limited training in gifted education. With lack of specialized teacher training and underachievement of the nation's brightest students, a problem exists which needs to be addressed by educational systems to provide appropriate educational experiences to students with the potential for successful futures to benefit 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.] ED580197 Underachievement in Gifted Students: Understanding Perceptions of Educational Experiences, Attitudes toward School, and Teacher Training ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3553-6472-9 186 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:10637686 2018 As Provided JAN2020

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No Armed Forces Information Security Risk Outsourcing Information Technology Data Natural Disasters Computer Security Qualitative Research Case Studies Interviews Singletary, Tod J. Dissertations/Theses - Doctoral Dissertations EISSN- English The United States Military has become increasingly dependent upon technology to meet its mission objectives with a consequence being greater dependence on civilian defense contractors to provide specialized services in support of high-tech mission requirements. Modern military defense contractors have also become dependent upon reliable and secure information technology (IT) resources, and as a result adversaries continue to work toward increasing their abilities to launch attacks against critical electronic data (CED). This study was focused upon a known problem relating to the loss of critical electronic data (CED) from United States defense contractors as a result of disaster, cyber-attack, and trusted insiders. This study addressed the perceptions of risk regarding the loss of CED from United States defense contractors that results from the threat of disaster, cyber-attack, and trusted insiders. The purpose of this qualitative single site case study was to examine the threat perceptions that relate to loss of CED at risk from disaster, cyber-attack, and insider threat among a representative sample of U.S. defense contractors. The sample was drawn from U.S. defense contractors in the United States Midwest who were currently in an information technology and security (IT/S) functional position with at least five years of defense contractor IT/S experience which included day-to-day responsibility for protecting CED against loss. The CED risk perceptions of U.S. defense contractors that result from disaster, cyber-attack, and insider threat were exposed to the researcher using unstructured interviews which allowed the researcher to gain increased understanding and clarification of participant accounts and descriptions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580198 Critical Electronic Data Loss Perceptions of United States Military Contractors ProQuest LLC D.B.A. Dissertation, Northcentral University 2017-00-00 978-0-3554-0827-0 134 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:10637578 2018 As Provided JAN2020

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No Pedagogical Content Knowledge Teacher Competencies Foreign Countries Knowledge Level Teacher Surveys Teacher Education Programs Teaching (Occupation) Teacher Evaluation Faculty Development Self Efficacy Teacher Responsibility Motivation Goal Orientation Tables (Data) Educational Opportunities Cross Cultural Studies Teacher Researchers Sonmark, Kristina Révai, Nóra Gottschalk, Francesca Deligiannidi, Karolina Burns, Tracey Reports - Research Numerical/Quantitative Data Estonia Greece Hungary Israel Slovakia Organisation for Economic Cooperation and Development (OECD) (France) English What is the nature of teachers' pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary Israel, and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base of teachers, teacher candidates and teacher educators. Pedagogical knowledge was broken down into the domains of assessment, instructional processes and learning processes. The link between teachers' knowledge and characteristics of teacher education systems, opportunities to learn and motivational characteristics was also examined. The ITEL TKS pilot demonstrated the feasibility of researching teachers' pedagogical knowledge profiles across countries, and validated an innovative instrument for assessing general pedagogical knowledge in an internationally comparative way. It also allowed for reflection on potential adaptations to strengthen the design of future work. The results serve as a template for a larger-scale study to explore teacher knowledge and competences in nationally representative samples. ED580897 Understanding Teachers' Pedagogical Knowledge: Report on an International Pilot Study. OECD Education Working Papers, No. 159 OECD Publishing 2017-10-10 151 OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org N/A http://dx.doi.org/10.1787/43332ebd-en 2018 196 As Provided JAN2020

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Yes Partnerships in Education Dropout Rate Dropout Prevention School Policy Student Characteristics Racial Differences Ethnicity Family Income Disabilities Public Schools Student Attrition High School Students Minority Group Students Homosexuality Sexual Orientation Sexual Identity Sexual Harassment Gender Bias Educational Legislation Federal Legislation Gender Discrimination Sex Fairness At Risk Students Court Litigation Immigrants Goodman, Christie L., Ed. Collected Works - Serial Texas Title IX Education Amendments 1972 ISSN-1069-5672 Intercultural Development Research Association English High Schools Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Push Outs -- Children of Color and includes: (1) Partnerships, Not Push Outs--Collaboration is Critical to Dealing with Disparities (Paula Johnson); (2) Texas Public School Attrition Study, 2016-17: High School Attrition Returns to 24 Percent After One Year Bump (Roy L. Johnson); and (3) Supporting LGBTQ Students Faced with Sexual & Gender Harassment (Susan Shaffer and Phyllis Lerner). (Individual articles contain references.) ED580899 IDRA Newsletter. Volume 44, No. 9 Intercultural Development Research Association 2017-10-00 Department of Education (ED) 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2018 ERIC JAN2020

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Yes Elementary Secondary Education Educational Administration Leadership Responsibility Principals Administrator Role Student Diversity Racial Differences Ethnicity Diversity (Faculty) Government Role College Role Board of Education Role Labor Turnover Cultural Relevance Minority Group Teachers Teacher Attitudes State Government Federal Government Local Government Castro, Andrene Germain, Emily Gooden, Mark Reports - Descriptive EISSN- University Council for Educational Administration English Elementary Secondary Education Principals represent the most "visible" form of leadership in schools, but current workforce data show that K-12 school principals are overwhelmingly white and fail to reflect the diversity within the student population. With increased policy focus on teacher diversity, equal attention must also be directed towards the lack of diversity within school leadership. This policy brief details why increasing diversity in K-12 school leadership can improve overall diversity in the teacher workforce and work to support empowered schools. ED580900 Increasing Diversity in K-12 School Leadership. Policy Brief 2018-3 Online Submission 2018-01-00 4 N/A 2018 22 As Provided JAN2020

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Yes Semantics Internet Teaching Methods Information Technology Electronic Learning Computer Simulation Shared Resources and Services Technology Uses in Education Educational Resources Computational Linguistics Documentation Bouchereau, Aymeric Roxin, Ioan Speeches/Meeting Papers Reports - Descriptive English Computer systems tend to be ubiquitous as they become more integrated in our everyday activities, embedded in tables, shoes, watch and plenty of others connected things (CT). In the e-learning field, the transformations induced by the Internet of Things (IoT) allow individuals to learn whenever they want, accessing a quantity of diverse digital learning resources (DLR) and experiencing new interaction modes paired with innovative pedagogical methods. In the perspective of ubiquitous learning in line with the IoT paradigm, accessibility and interoperability of the DLRs became critical for accessing knowledge. The growing volume of online data scattered in heterogeneous repositories restrains these DLR characteristics. In these conditions, we think semantic Web technologies can be used to face these challenging issues enhance DLR accessibility and interoperability to sustain ubiquitous learning. [For the complete proceedings, see ED579335.] ED579393 Semantic Annotation of Resources to Learn with Connected Things International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 19 As Provided JAN2020

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Yes Public Education Elementary Secondary Education Income Expenditures Educational Finance Federal Aid State Aid Ancillary School Services Expenditure per Student Salaries Fringe Benefits Educational Legislation Federal Legislation Cornman, Stephen Q. Zhou, Lei Howell, Malia R. Young, Jumaane Numerical/Quantitative Data Reports - Research United States Elementary and Secondary Education Act Title I National Center for Education Statistics (ED) US Census Bureau English Elementary Secondary Education This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2015. Specifically, this report includes the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function and object; (4) current expenditures; and (5) current expenditures per pupil. The expenditure functions include instruction, instructional staff support services, pupil support services, general administration, school administration, operations and maintenance, student transportation, other support services (such as business services), food services, enterprise operations, and total current expenditures. Objects reported within a function include salaries, employee benefits, purchased services, supplies, and equipment. The finance data used in this report are from the National Public Education Finance Survey (NPEFS), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. State education agencies (SEAs) in each of the 50 states, the District of Columbia, and the 5 other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands report these data annually to NCES. The NPEFS instructions ask SEAs to report revenues and expenditures covering prekindergarten through high school public education in regular, special, and vocational schools; charter schools; and state-run education programs (such as special education schools or education programs for incarcerated youth). The source for the data and findings included in this report is the FY 15 NPEFS provisional (version 1a) data file. Data have been subjected to at least two rounds of extensive review and editing. The data also include SEAs' revisions that were submitted before the collection closed. Revisions submitted after the provisional data file has been locked are incorporated in the final file for each fiscal year. The final file (e.g., FY 14) is released at the same time as the provisional data for the current year (e.g., FY 15). The purpose of a First Look report is to introduce new data through the presentation of tables containing descriptive information. The selected findings chosen for this report demonstrate the range of information available when using NPEFS. They do not represent all of the data and are not meant to emphasize any particular issue. While the tables in this report include data for all NPEFS respondents, the selected findings are limited to the 50 states and the District of Columbia. Appendix A describes the survey content and methodology. Appendix B is a glossary of key terms used in this report. Appendix C contains revised FY 14 tables that were included in the original FY 14 report, updated with data from the final FY 14 NPEFS file. ED579394 Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2014-15 (Fiscal Year 2015). First Look. NCES 2018-301 National Center for Education Statistics 2018-01-00 57 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 4 ERIC JAN2020 Yes EDIES111J0007 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018301

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Yes Charter Schools Institutional Characteristics Academic Achievement Value Added Models School Effectiveness Urban Schools Elementary Schools Middle Schools Achievement Gains Elementary School Students Middle School Students Least Squares Statistics Regression (Statistics) Statistical Analysis Wolf, Patrick J. Lasserre-Cortez, Shannon Reports - Research Numerical/Quantitative Data Louisiana (New Orleans) Regional Educational Laboratory Southwest (ED) National Center for Education Evaluation and Regional Assistance (ED) SEDL English Elementary Education In the wake of Hurricane Katrina, the number of charter schools in New Orleans has rapidly expanded. During the 2012/13 school year--the period covered by this study--of the 85 public schools in New Orleans, 75 were chartered, enrolling more than 84 percent of all public school students in the city in 92 different school campuses. This study explored organizational, operational, and instructional features of New Orleans charter schools serving grades 3-8 that are potential indicators of student achievement growth in English language arts (ELA), math, and science. The organizational characteristic of kindergarten provided as an entry grade was associated with higher levels of [value-added measures] VAM on the ELA test. The operational characteristic of an extended school year also was associated with higher levels of ELA VAM. The instructional characteristics of a lower percentage of teachers with graduate degrees, more experienced teachers, and a lower student/teacher ratio were associated with higher levels of ELA VAM. The analysis revealed fewer potential key indicators of charter school effectiveness regarding VAM in math and science. The inclusion of kindergarten as an entry grade was the only school feature that was statistically significant in its association with math VAM; schools with kindergarten were correlated with higher math VAM scores. Having a lower student/teacher ratio and fewer staff in student support roles were the only school features that were statistically significant in their association with higher science VAM scores. None of these associations between potential key indicators and math and science VAM scores remained statistically significant when estimated using 2013/14 outcome data, indicating that the results are not robust to such an additional analysis. Offering kindergarten as an entry grade and having a lower teacher/student ratio were the only potential key indicators with statistically significant associations with more than one VAM outcome. Having kindergarten as an entry grade was positively associated with ELA and math VAM. Having a lower teacher/student ratio was associated with higher ELA and science VAM. Contains appendices. ED579168 An Exploratory Analysis of Features of New Orleans Charter Schools Associated with Student Achievement Growth. REL 2018-287 Regional Educational Laboratory Southwest 2018-01-00 44 Regional Educational Laboratory Southwest. 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 2018 72 As Provided JAN2020 Yes EDIES12C0012 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=446

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Yes Art Education Handicrafts Art History Popular Culture Fine Arts Art Products Julian, June Speeches/Meeting Papers Reports - Research EISSN- English This historical research provides an examination of the embroidered word as a visual art piece, from early traditional examples to contemporary forms. It is intended to encourage appreciation of embroidery as an art form and to stimulate discussion about the role of historical contexts in the studio education of artists at the university level. Commonly characterized as obsessive stitchers of hankies and tea towels, hand embroiderers have recently evolved from homespun to hot. The "Home Sweet Home" stitched samplers of days gone by have been reinvented into challenging needle works by both contemporary fine artists and home practitioners. When art students view embroidery work through time and culture, they better understand that every stitch is the heart beat of a unique individual responding to the world. ED579169 The Embroidered Word: A Stitchery Overview for Visual Arts Education Online Submission Paper presented at the Annual Conference on Liberal Arts and the Education of Artists (26th, New York, NY, Oct 17-19, 2012) 2012-10-00 9 N/A 2018 4 As Provided JAN2020

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Yes English Language Learners Middle School Students Grade 6 Academic Achievement Time Factors (Learning) Hispanic American Students Classification Least Squares Statistics Regression (Statistics) Outcomes of Education Flores, Edward Painter, Gary Pachon, Harry Reports - Research California (Los Angeles) Tomas Rivera Policy Institute English Middle Schools This new study by the Tomás Rivera Policy Institute (TRPI) demonstrates that English Language Learners (ELLs) who learn English at school can do better academically than native English speakers, and that the window for mastering the English language is wider than previously thought. Typically ELLs perform at lower levels than their English-fluent peers, according to past studies, which also have suggested a variety of causes and possible remedies. This recent TRPI research simply spotlights the critical need for ongoing language education in our schools--despite the present policy debate about the best way to do it. This study was based on an analysis of complete official records for the 28,714 students who were in the 6th grade in 1999 in the Los Angeles Unified School District (LAUSD). The study revealed that even after ruling out other factors, students who gained sufficient English skills to be moved from English learning classes to mainstream English classes demonstrated improved performance. Also, the reclassification of students as English proficient was associated with improved performance beyond the middle school years, and this relationship was slightly larger for foreign-born English learners than native-born English learners. It is worth noting that a substantial proportion of students in the study began the English-learning process in kindergarten, yet in eight years of schooling never managed to be moved into mainstream English classes. The results of this investigation into the nation's second largest school district are critical for the education and retention of non-English speakers throughout school systems in the United States. The surprising result is that students who are reclassified even as late as eighth grade perform at much the same level on measurable high school outcomes as those who are reclassified earlier, while controlling for previous academic performance. Indeed, reclassification at any point during the middle school years was associated with improved likelihood that a student would stay in the 9th grade, pass the California exit exam (CAHSEE), take an Advanced Placement (AP) course in high school, or stay in high school. Among educators, finding the best path to long-term education and retention of ELL students is a top concern. This TRPI study clearly demonstrates the need for stepped up English language learning efforts targeting both native-born and foreign-born populations. ED580901 ¿Qué Pasa? Are ELL Students Remaining in English Learning Classes Too Long? Tomas Rivera Policy Institute 2009-11-00 Department of Education (ED) California Community Foundation 25 Tomas Rivera Policy Institute. University of Southern California, School of Policy, Planning, and Development, Ralph and Goldie Lewis Hall, 650 Childs Way Suite 102, Los Angeles, CA 90089-0626. Tel: 213-821-5615; Fax: 213-821-1976; e-mail: info@trpi.org; Web site: http://trpi.org N/A 2018 35 ERIC JAN2020

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Yes Standards Teacher Competencies Teacher Certification Teacher Effectiveness Teaching Skills Teacher Persistence Teacher Role Communities of Practice Elementary School Students Middle School Students Teacher Influence Mathematics Achievement Language Arts Reading Achievement Program Effectiveness Elementary School Teachers Middle School Teachers Standardized Tests Literature Reviews National Standards Reports - Evaluative Mathematica Policy Research, Inc. What Works Clearinghouse (ED) English Elementary Education The "National Board for Professional Teaching Standards" ("NBPTS") establishes standards for accomplished teachers and awards professional certification to teachers who can demonstrate that their teaching practices meet those standards. Educators and experts in child development and related fields established the organization, and these experts work to develop and refine the standards for accomplished teaching based on the knowledge and skills that effective teachers demonstrate. The standards reflect five core propositions: (1) effective teachers are committed to students and their learning, (2) effective teachers know the subjects they teach and how to teach those subjects to students, (3) effective teachers manage and monitor student learning, (4) effective teachers think systematically about their practice and learn from experience, and (5) effective teachers are members of learning communities. Those seeking certification from the "NBPTS" must complete a computer-based assessment and three portfolio entries. The certification process can take 1 to 5 years. The What Works Clearinghouse (WWC) identified five studies of "NBPTS" certification that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. No studies meet WWC group design standards without reservations, and five studies meet WWC group design standards with reservations. Together, these studies included more than 1,316,146 elementary and middle school students in grades 3 to 8 in four states. "NBPTS"-certified teachers had mixed effects on mathematics achievement and no discernible effects on English language arts achievement for students in grades 3 through 8. ED580902 National Board for Professional Teaching Standards Certification. What Works Clearinghouse Intervention Report What Works Clearinghouse 2018-02-00 44 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 2018 158 ERIC JAN2020 Yes EDIES13C0010 https://ies.ed.gov/ncee/wwc/InterventionReport/689

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No Correlation Academic Advising Gender Differences Statistical Analysis Student Attitudes Scores Undergraduate Students Surveys Student Surveys Preferences Counselor Characteristics Counseling Techniques Models Interpersonal Relationship Nemeth, Sean Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Purpose: The purpose of this correlational study was to identify whether there are differences in student satisfaction scores in academic advisement gender pairings in an undergraduate university setting. Methodology: This study was a descriptive correlational research study utilizing archival survey data. The collected data consisted of numeric scale survey responses from 6 iterations of the annual advising assessment survey. This study examined the relationship between student-advisor gender pairing and the numeric satisfaction score provided by the student. This study was a correlational research study with 2 variables (gender of student, gender of advisor). Students "T"-test and analysis of variance (ANOVA) were performed. Findings: Examination of from more than 4,000 student survey responses indicated a variety of findings. First, the data suggest that there is no difference in rated satisfaction based only on the gender of the advisor. Additionally, there is no difference in rated satisfaction based only on the gender of the student. The school that housed the student's program of study was not a major factor in determining the satisfaction of the student with academic advising. Finally, male students have a slight preference toward a female advisor, while female students rate both male and female advisors about the same. Conclusions: The study supported the conclusions that male undergraduate students have a preference for working with female academic advisors. A warm and relational advising style is even more important for males when it comes to their level of satisfaction with their advisor. Female students do not have a preference for working with an advisor of a specific gender. Recommendations: Further research is recommended to determine whether this difference was a result of direct bias of the gender, general preference, or differences in typical advising approach utilized. Researchers should consider whether satisfaction differences exist based on the traits that show maleness and femaleness of advisors, regardless of specific gender. This study focused on professional academic advisors. Future researchers should examine whether similar preferences exist within faculty or peer advising 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.] ED579945 Academic Advising and Gender Communication ProQuest LLC Ed.D. Dissertation, Brandman University 2017-00-00 978-0-3552-4741-1 127 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:10633475 2018 As Provided JAN2020

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No Extension Education Leadership Styles Administrators Management Development Regression (Statistics) Motivation Employee Attitudes Scores Statistical Analysis Transformational Leadership Abbott, Angela R. Dissertations/Theses - Doctoral Dissertations Indiana EISSN- English The purpose of this quantitative study was to assess the Purdue Extension county directors' level of engagement and leadership style and to examine the relationship between these two variables. The study aimed to inform a professional development training program for all Purdue Extension county extension directors. Survey data were collected from 86 Purdue Extension county extension directors. Analyses were conducted using descriptive statistics, t-tests, one-way analysis of variance, and hierarchical linear regression. Within the study, it was found that the levels of employee engagement among Purdue Extension county extension directors were average, bordering on high, and that these levels of engagement did not differ when demographics, such as gender, age, and years of service were taken into account. Additionally, it was found that participants scored higher than the norm for transformational leadership styles and lower than the norm for transactional leadership styles. The researcher discovered that there were no significant differences in transformational and passive-avoidant leadership by demographic factors, such as gender, age, years of service, and program area; however, there was a significant difference in transactional leadership among the county extension directors aged 22-35. Finally, the results indicated that transformational leadership significantly predicts employee engagement. As such, a focus should be made to build transformational leadership skills in order to increase employee engagement. Therefore, the researcher proposes to implement a professional development program specifically designed for county extension directors ages 22-35 that builds transformational leadership 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.] ED579946 Purdue Extension: Employee Engagement and Leadership Style ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3857-0 89 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10624603 2018 As Provided JAN2020

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No Nursing Students Clinics Community Services Nursing At Risk Persons Health Needs Access to Health Care Social Justice Qualitative Research Service Learning Semi Structured Interviews Comprehension Advocacy Time Emotional Response Social Work Caseworker Approach Career Change Cultural Awareness Ethics Responsibility Coping Undergraduate Students Bell, Christina Lynn Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Bachelors of Science Nursing students at a small liberal arts college in the upper Midwest volunteer with an instructor at a free clinic as part of their curriculum. This study's purpose was to identify the impact of nursing students' free-clinic experiences on their subsequent professional nursing practice and their ability to attend to: (a) needs of vulnerable populations, (b) health disparities, and (c) social justice within healthcare. A descriptive qualitative design and Eyler and Giles' (1999) service-learning framework were employed. Data were collected through tape-recorded, semi-structured interviews with 11 (of 70 possible) participants who graduated between May 2012 and Fall 2015 (~14% response). Thematic analysis was used to explore data (Braun & Clark, 2006). Findings included five major themes--(a) understanding, (b) access to care, (c) advocacy, (d) more time at the clinic, and (e) emotion--and seven minor themes--(a) non-judgmental, (b) use of social worker/interpreter, (c) seeking employment change/further education, (d) cultural awareness, (e) ethical behavior/tough choices, (f) professional responsibility/volunteering, and (g) obtaining a manual blood pressure. The opportunity to interact with free-clinic clients facilitated a deeper understanding of a client's social reality. Ultimately, listening led to understanding that resulted in students putting aside judgment, developing relationships, and often taking on an advocacy role. Baccalaureate nursing programs should provide clinical experiences in which nursing students have opportunity to care for clients experiencing health disparities, poverty, and a lack of access to care. These experiences prepare students to overcome the difficult social realities encountered 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.] ED580687 Impact of Nursing Students' Free-Clinic Experiences on Subsequent Professional Nursing Practice ProQuest LLC D.N.P. Dissertation, Edgewood College 2017-00-00 978-0-3555-1206-9 103 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:10287695 2018 As Provided JAN2020

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No Veterans Coping Federal Legislation Higher Education Educational Opportunities Nontraditional Students Military Service Student Motivation Academic Achievement Student Characteristics Correlation College Attendance Learning Motivation Measures (Individuals) Resilience (Psychology) Student Attitudes Academic Aspiration Goodell, Jessica Dissertations/Theses - Doctoral Dissertations Academic Motivation Scale EISSN- English Higher Education Despite roughly 21.2 million veterans living in the United States (U.S. Census Bureau, 2012), only 2 million service members and their families were eligible for benefits under the Post-9/11 Veterans Educational Assistance Act of 2008 (American Council on Education [ACE], 2008). Furthermore, less than 1 million beneficiaries received education benefits during fiscal year 2012 which included active duty and reserve veterans as well as survivors and dependents of military veterans who used educational benefits that were transferred to them (U.S. Department of Veterans Affairs, 2012). Although service members have many educational benefits and training opportunities available to them, relatively few veterans take advantage of the educational support that is offered by each branch of the military. Veterans who attend higher education post service seem to have unique skill sets that set them apart from their peers. As such, research regarding student veterans in higher education can serve as a guide for college and university administration, faculty, and staff who may lack a solid understanding of the strengths and unique skills of this student subpopulation, as well as information on how to best serve and work with these students. The purpose of this study was to explore the academic motivation, hardiness, and coping styles of U.S. military veterans who are currently enrolled in a college or university. The relationship between these variables and the demographic background of the student veterans are explored using an ex post facto design. This study used a web based survey composed of the following four instruments: a Personal Data Form, the Academic Motivation Scale College Version (AMS C-28; Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres, 1992), the Dispositional Resilience Scale (DRS15-R; Bartone, 1995), and the COPE inventory (Carver et al, 1989; Carver, 2013). This study contributes to the literature on student veterans and may be helpful for military veterans pursuing a degree in higher education and for faculty and staff working with and educating student veterans. This study also provides valuable information to the families and communities to which military veterans belong. Much of the previous research on student veterans has focused on the struggles of student veterans while the current study seeks to explore and uncover the hardiness and coping strategies used by service members who seek 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.] ED580688 Investigating Academic Motivation in Student Veterans in Higher Education: The Role of Hardiness and Coping Styles ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-0779-5 188 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:10288050 2018 As Provided JAN2020

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Yes Standardized Tests Scores Comparative Analysis Public Schools School Districts Mathematics Education Language Arts Elementary Secondary Education Correlation School Segregation Racial Segregation Socioeconomic Status School Statistics Test Results Statistical Analysis Fahle, Erin M. Reardon, Sean F. Reports - Research Numerical/Quantitative Data ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Elementary Secondary Education This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using roughly 300 million standardized test score records in math and ELA for grades 3 through 8 from every U.S. public school district during the 2008-09 to 2014-15 school years, we estimate intraclass correlations (ICCs) as a measure of between-district variation. We characterize the variation in the ICCs across states, as well as the patterns in the ICCs over subjects, grades and cohorts. Further, we investigate the relationship between the ICCs and measures of racial and socioeconomic segregation. We find that between-district variation is greatest, on average, in states with high levels of both white-black and economic segregation. ED579170 How Much Do Test Scores Vary among School Districts? New Estimates Using Population Data, 2009-2015. CEPA Working Paper No. 17-02 Stanford Center for Education Policy Analysis 2017-09-00 Institute of Education Sciences (ED) Spencer Foundation William T. Grant Foundation 42 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 37 As Provided JAN2020 Yes R305D110018 R305B090016 201500058 186173

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Yes Teacher Attitudes Disadvantaged Youth Academic Achievement High School Students Secondary School Teachers Longitudinal Studies Minority Group Students Racial Differences Ethnicity Economically Disadvantaged Correlation African American Students Poverty Grade 9 Mathematics Teachers Case Studies Transformative Learning Human Capital Mathematics Achievement Student Characteristics Teacher Characteristics Institutional Characteristics Statistical Analysis Rochmes, Jane Reports - Research Numerical/Quantitative Data ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English High Schools While progress to close racial achievement gaps has stagnated and income achievement gaps have grown, recent case studies enthusiastically describe "transformational" schools, which claim to establish conditions that enable students--primarily poor students of color--to achieve at levels far higher than their social background predicts. Accounts of such schools highlight a widespread belief among their teachers of empowerment over student outcomes despite students' disadvantages. However, such teacher attitudes have never been analyzed on a broad scale, and many analyses of teacher effects focus solely on teachers' human capital, overlooking their social-psychological traits. I use novel data on teachers from the nationally representative High School Longitudinal Study of 2009 to test whether teachers' beliefs that they can overcome students' social disadvantage are related to higher student achievement, and whether associations are stronger for racial minorities and economically disadvantaged students. Using three-level models, I find a positive association between teachers' beliefs about social disadvantage and students' achievement, which appears to stem from both selection and causal mechanisms. Evidence of heterogeneity contradicts academic and popular theory: rather than mattering most for poor students of color, teachers' beliefs appear especially strongly linked to achievement for the most socioeconomically advantaged African American students. ED579171 Teachers' Beliefs about Students' Social Disadvantage and Student Achievement. CEPA Working Paper No. 15-03 Stanford Center for Education Policy Analysis 2015-08-00 Mathematica Policy Research, Inc. University of Michigan, Center for Public Policy in Diverse Societies 61 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 47 As Provided JAN2020

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Yes School Policy Educational Finance Resource Allocation Poverty Student Needs Costs Early Childhood Education Outcomes of Education Preschool Education Academic Achievement Low Income Groups At Risk Students Educational Quality Achievement Gap Racial Differences Ethnicity Barriers Enrollment Access to Education Special Needs Students Goodman, Christie L., Ed. Collected Works - Serial Texas ISSN-1069-5672 Intercultural Development Research Association English Early Childhood Education Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Culture of Poverty Myths and includes: (1) Tying the Knot Between School Finance Policy and Serving All Students (David G. Hinojosa); (2) Investing in Early Childhood Education Programs Yields High Returns (Paula Johnson); (3) Coca-Cola Valued Youth Program Winning Essay--Ana Luisa Valenzuela; and (4) Semillitas de Aprendizaje™ Early Childhood Curriculum. (Individual articles contain references.) ED580903 IDRA Newsletter. Volume 44, No. 8 Intercultural Development Research Association 2017-09-00 Department of Education (ED) 5 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2018 ERIC JAN2020

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Yes Family Role Family Involvement Family School Relationship Innovation Partnerships in Education Community Involvement Prevention Bullying State Policy Local Government Computer Mediated Communication Board of Education Policy Data Collection Data Analysis Educational Improvement Committees Meetings Goodman, Christie L., Ed. Collected Works - Serial Texas ISSN-1069-5672 Intercultural Development Research Association English Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Family Leadership in Education and includes (1) IDRA Education CAFE--A Structure for Families Transforming Schools in their Communities (Aurelio M. Montemayor); (2) Preventing and Addressing Cyberbullying through Equitable State and Local Policies (David Hinojosa); (3) How to Use Actionable Education Data to Strengthen Your School (Christie L. Goodman); and (4) How to Start an Education CAFE. ED580904 IDRA Newsletter. Volume 44, No. 5 Intercultural Development Research Association 2017-05-00 Department of Education (ED) 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2018 ERIC JAN2020

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Yes Children Cognitive Processes Computation Control Groups Correlation Mathematics Skills Numeracy Outcomes of Education Pretests Posttests Puzzles Scores Spatial Ability Statistical Analysis Task Analysis Teaching Methods Cheng, Yi-Ling Mix, Kelly S. Reports - Research Michigan EISSN- English We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, & Goldin-Meadow, 2006). The remaining children completed crossword puzzles instead. Children's posttest scores revealed that those in the spatial training group improved significantly on calculation problems. In contrast, children in the control group did not improve on any math tasks. Further analyses revealed that the spatial training group's improvement was largely due to better performance on missing term problems (e.g., 4 + ____ = 11). [This paper was published in "Journal of Cognition and Development" v15 n1 p2-11 2014 (EJ1028477).] ED580905 Spatial Training Improves Children's Mathematics Ability Grantee Submission 2014-00-00 Institute of Education Sciences (ED) 23 T http://dx.doi.org/10.1080/15248372.2012.725186 2018 79 As Provided JAN2020 Yes R305A120416

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No Inservice Teacher Education Teaching Experience Reflection Experienced Teachers Personal Narratives Interviews Nager, Laura Helen Dissertations/Theses - Doctoral Dissertations EISSN- English Educators are a special group of professional practitioners. They are often characterized as self-directed, lifelong learners who routinely implement some level of reflection to improve instruction. Dewey referred to these reflective practitioners as professionals who, in an effort to continually develop their practice, actively consider multiple points of view when making decisions and weigh the impact those decisions will have on others. Upon making a decision, the reflective practitioners can explain, defend, or change those decisions when needed. The purpose of this narrative inquiry was to investigate how the practice of reflection authentically develops in context of the classroom and to compare the critical content of reflection between teachers and their contexts. I sought to explore the impact life experiences had on the development of the teachers' social consciousness and their depth of reflection the influence of life and academic experiences on instructional choices over time, including the consideration of multiple perspectives. Data collected from four veteran teachers with at least seven years of classroom teaching experience included a series of in-depth interviews, participant generated timelines, field notes, and follow up communications. McCracken's (1988) five-step method for analyzing the narrative interviews was employed. MAXQDA was utilized to collect and sort through the open, axial, and selective coding stages. The findings suggest that these participants consistently engaged their autobiographical lens when reflecting. Considering the needs and perspectives of the student by engaging the student lens was also more consistent than the other two lenses. All of the participants experienced some growth in their reflective practice with colleagues and theory. Findings suggest that the participants' level of social consciousness varied based upon school climate, school demographics, openness of colleagues, and administrative expectations appeared to influence the results. For some participants, personal stressors such as money, divorce, and gain or loss of a child indicated a positive correlation to the level of consciousness displayed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580689 Building a Critically Reflective Practice: Relating Brookfield's Four Lenses to Inservice Teachers' Experiences ProQuest LLC D.Phil. Dissertation, Mercer University 2017-00-00 978-0-3554-9326-9 451 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638360 2018 As Provided JAN2020

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No Ethnography Sense of Community Community Colleges Two Year College Students Qualitative Research African American Students Hispanic American Students Postmodernism Critical Theory Race Models Epistemology Writing Processes Phenomenology Interviews Disadvantaged Power Structure Writing (Composition) Bracamontes, Brent Ignacio Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges This dissertation used qualitative, interpretive methods to explore African American and Latino/a community college students' use of autoethnographic writing to express experiences of marginalization and sense of belonging on their college campus. Using postmodernism and critical race theory as theoretical frameworks, I investigated how students had experienced marginalization and a sense of belonging on their community college campus, as well as the reported epistemological (meaning-making) functions of the autoethnographic writing process. Participants in the study were introduced to the major constructs (marginalization, sense of belonging, and autoethnography), wrote autoethnographic essays about their experiences, and completed phenomenological interviews about the writing process. Participants reported feelings of marginalization based on factors such as their age, perceptions of academic under-preparedness, lack of familiarity with college structures and processes, perceived social identity, linguistic insecurities, and out-of-school experiences. Participants reported a sense of belonging as stemming from personal networks, programs, and mentors, and identified the epistemological functions of the writing process, including elements such as creating new avenues for expression, developing ideas and strengthening recollection, grappling with cognitions and emotions, sharing experiences, creating solutions to problems, and personalizing the constructs of marginalization and belonging. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580690 A Write to Know: Using Autoethnographic Writing to Explore Marginalization and Sense of Belonging in Community College Students ProQuest LLC Ed.D. Dissertation, California State University, Fullerton 2017-00-00 978-0-3554-5482-6 193 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:10637682 2018 As Provided JAN2020

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No Academic Achievement Athletes College Athletics Models Higher Education Student Characteristics Nichols, Marissa K. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The student-athlete literature is rife with studies that examine the factors that appear to improve or inhibit academic or athletic performance. However, internal characteristics that may influence variations in performance have been understudied, and athletic performance tends to be examined separately from academic performance. This study examined how different types of Division I FBS performers--high academic, high athletic; high academic, low athletic; low athletic, high academic; and low academic, low athletic--differ on three theoretical and conceptual frameworks representing internal factors. Each of the frameworks, Mindset, Personal Growth Initiative, and Student-Athlete Experiences, have positive attributes relative to performance, development, and well-being. Although not all variables were statistically significant, there were meaningful differences between high and low academic performers on academic experiences. Student-athletes in this sample also displayed a growth mindset towards academic and athletic abilities, as well as high levels of Personal Growth Initiative. In addition, student-athletes who performed at high levels athletically did not report fewer experiences academically. This study also contributed an athletic performance metric that can be used and improved upon to quantify individual athletic performance in higher education, irrespective of sport. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580691 An Examination of Differences in Division I FBS Student-Athlete Academic and Athletic Performance ProQuest LLC Ph.D. Dissertation, University of Nevada, Las Vegas 2017-00-00 978-0-3553-1230-0 191 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:10288724 2018 As Provided JAN2020

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No Communities of Practice Phenomenology Principals Administrator Attitudes Qualitative Research Faculty Development Administrator Role Educational Quality Instructional Design Elementary School Teachers Interviews Sustainability Bozzini, Michelle D. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This qualitative study explored how elementary school principals design, implement, and sustain high quality professional development through the use of professional learning communities (PLCs) in order to enhance teaching and learning. The researcher revealed the principal's important role in the design, implementation, and sustainability of a PLC. Phenomenological interviews were conducted with five principals to elicit information on what elements characterize their PLCs, which uncovered their experiences on how they lead their schools' PLCs. The perspective of phenomenology enabled the researcher to obtain information pertinent to the research in order to understand more about the elements in designing, implementing, and sustaining professional learning communities. Through the research, it was determined that a PLC is a collaborative, cyclical process that can improve learning opportunities for both teachers and students. The research also revealed that the principal is the central instructional leader of this collaborative framework and is the person all other members look to for support and guidance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580692 Principals' Perspectives on Designing, Implementing, and Sustaining a Professional Learning Community: A Qualitative Study ProQuest LLC Ed.D. Dissertation, Delaware Valley University 2017-00-00 978-0-3554-7319-3 123 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:10638277 2018 As Provided JAN2020

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Yes Conference Papers Student Journals Diaries Self Management Friendship Student Attitudes Educational Technology Technology Uses in Education Educational Games Video Games Elementary School Students Student Evaluation Numeracy Kindergarten Video Technology Large Group Instruction Online Courses Reading Skills Homework Learner Engagement Mathematics Skills Feedback (Response) Documentation Foreign Countries Knowledge Level Simulated Environment Telecommunications Handheld Devices Usability Technological Literacy Distance Education Data Collection Data Analysis Lecture Method Teaching Methods Learning Modalities Teacher Attitudes Elementary Schools Middle Schools High Schools Cognitive Style Test Construction Higher Education Visualization Graphs Chemistry Science Instruction Programming Comprehension Tactual Perception Textbooks Nonverbal Communication Visual Impairments Qualitative Research Elective Courses Well Being Individualized Instruction Mathematics Instruction Vocabulary Development Problem Solving Interaction Intervention Pedagogical Content Knowledge Faculty Development Mass Media Effects Professional Development Teamwork Cooperative Learning Critical Thinking Metacognition Thinking Skills Parent Attitudes Gender Differences Group Dynamics Intelligence Global Approach Cognitive Ability Difficulty Level Anxiety Reading Sampson, Demetrios G., Ed. Spector, J. Michael, Ed. Ifenthaler, Dirk, Ed. Isaías, Pedro, Ed. Collected Works - Proceedings Tunisia China United Kingdom (England) Japan United Arab Emirates International Association for Development of the Information Society (IADIS) English Elementary Education These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references. ED579395 Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, October 18-20, 2017) International Association for Development of the Information Society 2017-10-00 978-989-8533-68-5 350 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 ERIC JAN2020

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Yes Freedom of Speech Policy Analysis Campuses Resistance to Change College Environment Academic Freedom Violence Educational Practices College Administration Jacobson, Daniel Reports - Evaluative Cato Institute English Higher Education John Stuart Mill thought higher education should not tell us what it is our duty to believe, but should "help us to form our own belief in a manner worthy of intelligent beings." He added that "there ought to exist the fullest liberty of professing and discussing, as a matter of ethical conviction, any doctrine," regardless of its falsity, immorality, or even harmfulness. The classical liberal argument for free speech has historically been championed in two distinct ways. First, the Founding documents of the United States recognize freedom of speech as a natural right. Second, alternatively, that right might be grounded in utility, meaning its acceptance best promotes human flourishing. In this article, the author examines Mill's philosophy on freedom of speech and how it has been challenged at American universities. ED579396 Freedom of Speech under Assault on Campus. Policy Analysis No. 796 Cato Institute 2016-08-30 12 Cato Institute. 1000 Massachusetts Avenue NW, Washington, DC 20001-5403. Tel: 202-842-0200; Fax: 202-842-3490; e-mail: subscriptions@cato.org; Web site: http://www.cato.org N/A 2018 0 ERIC JAN2020

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No Student Characteristics Racial Differences Ethnicity First Generation College Students Gender Differences Low Income Groups College Admission Remedial Instruction Grade Point Average Academic Persistence First Year Seminars Program Effectiveness Statistical Analysis Student Records African American Students Hispanic American Students At Risk Students Student Financial Aid College Entrance Examinations Angrove, Kay E. Dissertations/Theses - Doctoral Dissertations SAT (College Admission Test) ACT Assessment EISSN- English Higher Education Purpose: The purpose of this study was to investigate the extent to which the relationship between (a) student demographic variables (i.e., ethnicity, gender, first generation status, low income), college admission variables (i.e., admission status, SAT/ACT scores, remediation requirements), and (b) GPA and retention was influenced by first-year seminar (FYS) course participation at one Tier II doctoral university in the southwestern United States. Method: To examine differences among students who took the FYS and students who did not take the FYS among specific student variable groups an explanatory, quantitative, non-experimental, cross-sectional research study was conducted. Institutional data for the entering first-time first-year class of 2014 at one 4-year university were examined. Six research questions were constructed to examine the differences in GPA outcomes and FYS course participation by student variable group using six separate two-way ANOVAs. In cases where data were non-normal, a Kruskal-Wallis was presented for comparison. If there was heterogeneity of variance, a Welch test was presented for comparison. Six additional research questions were constructed to examine the differences in one-year retention and FYS course participation using a chi-squared statistical test of independence. Findings: For ANOVA results that compared GPA outcomes and the statistical interactions with the FYS course, several student groups had statistically significantly higher GPAs when compared to their peers in the same student group who did not take the FYS course: Black, Hispanic, at-risk (development education), first-generation, and low-income (Pell Grant recipients). For chi-squared statistical results comparing student variables and one-year retention outcomes, male students, students reporting as not first-generation status, and students who did not receive the Pell Grant (low-income status) had statistically significantly higher retention rates if they took the FYS course. Although statistical significant was present within several variable groups who took the FYS, small effect sizes were also present in each finding indicating negligible practical significance. Implications for practitioners and researchers are discussed in the context of Tinto's (1975) theory of student departure and Astin's (1984) theory of student development 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.] ED579397 First-Year Seminar Course and Academic Performance: An Examination of Differences by Student Characteristics ProQuest LLC Ed.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7492-9 146 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:10662312 2018 As Provided JAN2020

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No Self Efficacy Pervasive Developmental Disorders Autism Foreign Countries Regular and Special Education Relationship Intervention Educational Strategies Qualitative Research Case Studies Inclusion Classroom Techniques Learner Engagement Semi Structured Interviews Comparative Analysis Teaching Methods Correlation Theodoulou, Anna Dissertations/Theses - Doctoral Dissertations Cyprus EISSN- English The study topic was general education teacher perceived self-efficacy regarding their ability to develop and deliver lessons and implement classroom and instructional strategies for engaging students with autism spectrum disorder (ASD) in the general education classroom. The research problem was that teachers face changes in their roles and additional responsibilities, as children with ASD are increasingly educated within the general education classroom. A qualitative, collective case study was used to gather information from 12 certified general education teachers from Cyprus, who worked in an inclusive classroom with students diagnosed with ASD. Three domains of teacher self-efficacy, student engagement, classroom management, and instructional strategies served as the theoretical framework for the study. Data collection instruments included semistructured interviews, the Teacher Self-Efficacy Scale, and a modified version of the Autism Attitude Scale for Teachers-Revised. The data from the surveys were collected and organized; frequency, and mean values were reported on all items. Participant interviews were transcribed verbatim, and then coded according to theme. A constant comparison method of coding was used, prominent codes were defined, and then 10 common themes were determined: (1) teacher comfort when teaching students with autism spectrum disorder; (2) level of comfort when managing the classroom; (3) specific interventions and teaching methods; (4) strategies used when developing lesson plans; (5) perceived importance of effective classroom management; (6) perceptions of managing the classroom; (7) specific classroom management techniques; (8) proposed changes about educational services; (9) learning and training methods; and (10) learning interests. Teachers scored low in the two questionnaires which measured their perceived self-efficacy. They felt they could engage students with ASD in the classroom, assist families in helping their children do well in school, but they felt they could not do much to get to the most difficult students, or to improve the understanding of a student who is failing. The findings from the AAST survey showed that teachers hold somewhat favorable perceptions of educating students with ASD in an inclusive classroom. However, the results from the interviews also indicated that teachers did not have a high sense of self-efficacy, and did not feel very comfortable due to minimal training and limited knowledge in working with students with ASD. More studies could examine methods of professional collaboration and the performance of students with ASD through case studies in correlational 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.] ED580199 Teacher Self-Efficacy with Regard to Providing Appropriate Intervention Services for Children with Autism Spectrum Disorder in Cyprus ProQuest LLC Ed.D. Dissertation, Northcentral University 2018-00-00 978-0-3554-2349-5 206 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:10637603 2018 As Provided JAN2020

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No Patients Injuries Hospitals Prevention Evidence Based Practice Models Nurses Telecommunications Handheld Devices Observation Risk Assessment Surveys Teaching Methods Safety Neurology Jeffrey, Claudeth Dissertations/Theses - Doctoral Dissertations EISSN- English Patient falls are an ongoing concern for health systems in the US and in the setting where this project took place. Inpatient falls affect consumers and health providers because falls often result in patient morbidity and mortality, legal risk, increased length of stay, and increased costs. The purpose of this project was to evaluate the existing fall prevention protocol at the site where this project took place and to make recommendations for an evidenced-based fall prevention protocol. The professional practice model was the conceptual model that guided the exploratory descriptive project. A review of the site's fall prevention policies and procedures revealed a new fall prevention protocol was in place and included bed alarms, and chair alarms to ring on nurses' phones although observation of nurses revealed that there were problems maintaining the protocol the entire day and 66% of patient falls occurred when the bed alarms were not set. The resulting recommendation was for additional education and a bundled approach with nurse education, patient and family education and a fall risk assessment that was easy to use. Nurses were then surveyed before and after education on the current protocol and the Morse Fall Risk (MFRs) to determine their willingness to use the simpler version for fall risk assessment. Before education 18 nurses confirmed they would use the protocol and MFR tool and all 20 agreed to use it after the education session. An implementation of a bundled approach to the fall prevention protocol that nurses incorporate into their daily practice will lead to a positive social change and as a result may increase patient safety by reducing patient falls. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580200 Fall Prevention in a Neurological Care Unit ProQuest LLC D.N.P. Dissertation, Walden University 2017-00-00 978-0-3553-6879-6 55 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637588 2018 As Provided JAN2020

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Yes Superintendents Administrator Surveys Salaries Fringe Benefits Demography School Districts Suburban Schools Rural Schools Gender Differences Age Differences Enrollment Retirement Benefits Tables (Data) Administrator Evaluation Performance Based Assessment Personnel Selection Contracts Leaves of Absence Vacations Health Insurance Incentives Minority Groups Negotiation Agreements Lawyers Professional Associations Economic Factors Finnan, Leslie A. McCord, Robert S. Numerical/Quantitative Data Reports - Evaluative Tests/Questionnaires AASA, The School Superintendent's Association English The 2016 AASA Superintendent Salary & Benefits Study marks the fifth edition of this study. This survey tracks the demographics, salary, benefits, and other elements of the employment contracts of school superintendents throughout the country. This year's study is based on 1,392 responses (15 percent response rate). The survey was distributed online and relied on superintendents to respond to 47 items with the understanding that report of findings would contain no personally identifiable information. Consequently, data must be considered descriptive and not necessarily representative of all superintendents. However, the report is rich with information and serves as a useful snapshot of the salary and benefits of superintendents for the 2016-17 school year. This year, as in the past four years, more than 90 percent of respondents reported that they served in suburban and rural districts with nearly 70 percent of respondents self-reported serving in rural districts. This is generally representative of the distribution of school districts nationwide. Consistent with findings of the previous years, male respondents outnumbered females by a four-to-one ratio. Respondents were also overwhelmingly White (non Hispanic). Female respondents also tended to be somewhat older than their male counterparts. The average and median age of all respondents was 52. The median salary distributed by district enrollment ranged from just $90,000 for the smallest districts to nearly $230,000 for superintendents serving in the largest enrollment school districts. Overall, the median salary was $130,683. All positions from superintendent to teacher show that salaries increase relative to district enrollment size as well as slight increases over previous years. The report of findings profiles the benefits received by superintendents, including, but not limited to contribution to annuities or private retirement plans, medical/hospital coverage, dental coverage, vision coverage, disability insurance, and medical and dental insurance coverage for the family of the superintendent. Respondents also overwhelmingly support professional memberships. ED580906 2016 AASA Superintendent Salary & Benefits Study: Non-Member Version AASA, The School Superintendent's Association 2017-02-00 42 AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 221314. Tel: 703-528-0700. Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2018 0 ERIC JAN2020

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Yes Student Projects Teaching Methods Skill Development Thinking Skills Program Effectiveness Classroom Techniques Evaluation Methods Social Development Emotional Development Quint, Janet Condliffe, Barbara Reports - Descriptive MDRC English The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. PBL is viewed as an approach that enables students to develop the "21st century competencies"--cognitive and socioemotional skills--needed for success in college and careers. This issue focus, pulling from a recent MDRC working paper, "Project-Based Learning: A Literature Review" (ED578933), defines project-based learning, describes how it works and what it takes to implement PBL, and provides recommendations for advancing research on PBL's design principles, effectiveness, and implementation. ED580907 Project-Based Learning: A Promising Approach to Improving Student Outcomes. Issue Focus MDRC 2018-01-00 2 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 0 ERIC JAN2020

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Yes Enrollment Trends Trend Analysis Private Schools Family Income National Surveys Elementary Schools Socioeconomic Influences Racial Differences Ethnicity Urban Areas Geographic Regions Costs Educational Quality Databases Statistical Analysis Census Figures Educational Attainment Place of Residence Murnane, Richard J. Reardon, Sean F. Reports - Research Numerical/Quantitative Data National Household Education Survey ISSN- Center for Education Policy Analysis (CEPA) at Stanford University English Elementary Education We use data from multiple national surveys to describe trends in private elementary school enrollment by family income from 1968-2013. We note several important trends. First, the private school enrollment rate of middle-income families declined substantially over the last five decades, while that of high-income families remained quite stable. Second, there are notable differences in private school enrollment trends by race/ethnicity, urbanicity, and region of the country. Although racial/ethnic differences in private school enrollment are largely explained by income differences, the urban/suburban and regional differences in private school enrollment patterns are large even among families with similar incomes. Factors contributing to these patterns may include trends in income inequality, private school costs and availability, and the perceived relative quality of local schooling options. ED579172 Long-Term Trends in Private School Enrollments by Family Income. CEPA Working Paper No. 17-07 Stanford Center for Education Policy Analysis 2017-06-29 Russell Sage Foundation 56 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 48 As Provided JAN2020

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Yes Adult Basic Education Adult Vocational Education Test Preparation Reading Tests Language Tests Mathematics Tests Multiple Choice Tests Reports - Descriptive Tests/Questionnaires Florida Test of Adult Basic Education Florida Department of Education English Adult Basic Education This document is provided by the Florida Department of Education to help prepare Adult and Career and Technical Students to take the Tests of Adult Basic Education (TABE) test. These tests are used to determine students' strengths that will assist them in successfully completing their programs. The TABE has three major areas: Reading, Language, and Mathematics (applied and computation). This document provides tips for test taking and sample questions that are similar to the questions found on the TABE test. An answer key is provided. ED579173 Preparing for the TABE Florida Department of Education 2017-00-00 Students 16 Florida Department of Education. Turlington Building Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; Web site: http://www.fldoe.org N/A 2018 0 ERIC JAN2020

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Yes Supplementary Reading Materials Reading Comprehension Intervention Cohort Analysis Achievement Gains Disadvantaged Schools Grade 5 Effect Size Statistical Significance Reading Skills Curriculum Implementation Curriculum Evaluation Faculty Development School Support Fidelity Instructional Effectiveness Educational Practices Control Groups Experimental Groups Time Management Pretests Posttests Scores Followup Studies Institutional Characteristics Correlation Observation James-Burdumy, Susanne Deke, John Lugo-Gil, Julieta Carey, Nancy Hershey, Alan Gersten, Russell Newman-Gonchar, Rebecca Dimino, Joseph Haymond, Kelly Faddis, Bonnie Reports - Research Numerical/Quantitative Data National Center for Education Evaluation and Regional Assistance (ED) Mathematica Policy Research, Inc. RG Research Group RMC Research Corporation English Grade 5 Results after two years of using three reading comprehension curricula show gains from one program and no effects for the other two on reading comprehension for fifth-graders, according to a study released by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. The study focused on whether 5th grade students in disadvantaged schools could be helped in making the transition from "learning to read" to "reading to learn" by bolstering the vocabulary and comprehension skills that allow them to organize and acquire knowledge from text. Three commercially available supplemental reading comprehension curricula were used for a second year by school and teachers to teach explicit reading comprehension strategies--ReadAbout, Read for Real, and Project CRISS. The study included 182 teachers and 61 schools in 10 districts, with study schools within each district assigned by lottery to use one of the curricula or serve as a control group. No positive impacts of the curricula on student reading comprehension were found in the study's first year. Key findings after two years of using the curricula include: (1) here was a positive, statistically significant impact of ReadAbout on social studies reading comprehension when teachers used it for a second year. The effect size was 0.22, which amounts to moving from the 50th percentile to the 59th percentile. This reading program teaches students comprehension skills--such as author's purpose, main idea, cause and effect, compare and contrast, summarizing and inferences--using a computer program that adapts to each student's reading level. The program also allowed for easier integration of small-group instruction and provided immediate feedback to students; (2) The impacts on fifth-grade reading comprehension were not statistically significantly different from zero for the other two other curricula, Read for Real and Project CRISS, when used by schools for a second year. (A fourth curriculum, Reading for Knowledge, was studied in the first year but was not included in the second cohort); and (3) Two of three teacher practices--classroom management and explicit reading strategy guidance--were positively correlated with improvements in student reading comprehension. The explicit guidance had teachers explaining text structure and modeling comprehension strategies as students practiced those strategies. ED579176 Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts. NCEE 2010-4015 National Center for Education Evaluation and Regional Assistance 2010-05-00 379 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2018 102 As Provided JAN2020 Yes ED01C0039/0010 ED576329 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20104015

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No Higher Education Guides Educational Research Educational Theories Learner Engagement Undergraduate Study Minority Group Students Transitional Programs Historiography Teacher Student Relationship Community Colleges History Instruction Two Year College Students Social Networks Educational Quality Integrity Cheating Teacher Education Public Policy Student Diversity Diversity (Faculty) Racial Composition Secondary School Curriculum Paulsen, Michael B., Ed. Books Collected Works - General ISSN-0882-4126 English Higher Education Published annually since 1985, the "Handbook" series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The "Handbook" focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. This book contains the following chapters: (1) You Don't Have to Be the Smartest Person in the Room (George D. Kuh); (2) Student Engagement: Bridging Research and Practice to Improve the Quality of Undergraduate Education (Alexander C. McCormick, Jillian Kinzie, and Robert M. Gonyea); (3) From When and Where I Enter: Theoretical and Empirical Considerations of Minority Students' Transition to College (Deborah Faye Carter, Angela Mosi Locks, and Rachelle Winkle-Wagner); (4) Social Networks Research in Higher Education (Susan Biancani and Daniel A. McFarland); (5) Research Integrity and Misconduct in the Academic Profession (Melissa S. Anderson, Marta A. Shaw, Nicholas H. Steneck, Erin Konkle, and Takehito Kamata); (6) Instrumental Variables: Conceptual Issues and an Application Considering High School Course Taking (Rob M. Bielby, Emily House, Allyson Flaster, and Stephen L. DesJardins); (7) On the Meaning of Markets in Higher Education (William E. Becker and Robert K. Toutkoushian); (8) Learning Strategies, Study Skills, and Self-Regulated Learning in Postsecondary Education (Philip H. Winne); (9) The History and Historiography of Teacher Preparation in the United States: A Synthesis, Analysis, and Potential Contributions to Higher Education History (Christine A. Ogren); (10) A Review and Critique of the Literature on Community College Students' Transition Processes and Outcomes in Four-Year Institutions (Peter Riley Bahr, Christie Toth, Kathryn Thirolf, and Johanna C. Massé); (11) Public Policy and Higher Education Attainment in a Twenty-First-Century Racial Demography: Examining Research from Early Childhood to the Labor Market (Stella M. Flores and Leticia Oseguera); (12) Advancing the Study of Student-Faculty Interaction: A Focus on Diverse Students and Faculty (Darnell Cole and Kimberly A. Griffin); and (13) State Support of Higher Education: Data, Measures, Findings, and Directions for Future Research (David A. Tandberg and Casey Griffith). ED579177 Higher Education: Handbook of Theory and Research. Volume 28 Higher Education: Handbook of Theory and Research 2013-00-00 978-94-007-5835-3 733 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springer.com/series/6028 T https://doi.org/10.1007/978-94-007-5836-0 2018 ERIC JAN2020

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Yes Preschool Education Inclusion Outcomes of Education Child Development Learning Educational Quality Educational Improvement Educational Policy Educational Research Disabilities Rating Scales Intervention Teaching Methods Peer Teaching Faculty Development Preschool Teachers Teacher Attitudes Interpersonal Competence Preschool Children Lawrence, Sharmila Smith, Sheila Banerjee, Rashida Reports - Evaluative Information Analyses Early Childhood Environment Rating Scale National Center for Children in Poverty University of Michigan, Inter-University Consortium for Political and Social Research (ICPSR) English Preschool Education A recent policy statement issued by the U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (DOE) on early childhood inclusion presents extensive recommendations for state and local actions that could improve young children's access to high quality inclusive preschool programs (HHS/DOE, 2015). This brief builds on the research review and policy recommendations in the HHS/DOE policy statement. It highlights research relevant to three questions: (1) What are the effects of inclusive preschool on children's early learning and development?; (2) What is known about the quality of inclusive preschool programs?; and (3) What is known about how to improve the quality of inclusive preschool? In a final section, this brief presents recommendations for policies that are supported by research, including policies related to the funding of early care and education programs, states' professional development systems, and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement. The majority of studies reviewed were published between 2000 and 2015 and were found through searches for research articles in the Child Care and Early Education Research Connections collection. Individual studies examining interventions and professional development were included in the review only if they were conducted in inclusive classrooms, while existing reviews sometimes include research in other settings. ED579178 Preschool Inclusion: Key Findings from Research and Implications for Policy. Child Care and Early Education Research Connections National Center for Children in Poverty 2016-04-00 Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation 15 National Center for Children in Poverty. 215 West 125th Street Third Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: info@nccp.org; Web site: http://www.nccp.org N/A 2018 61 ERIC JAN2020

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Yes Higher Education Networks Educational Attainment Program Effectiveness High School Graduates Access to Education College Readiness Barriers Program Development Consortia Schwartz, Jeffrey H. Reports - Evaluative Ohio West Virginia Kentucky Alabama Mississippi Tennessee North Carolina Virginia Appalachian Regional Commission (ARC) English Higher Education In 1998, the Appalachian Regional Commission (ARC) began developing what is now the Appalachian Higher Education (AHE) Network. The AHE Network, currently composed of eight centers, has the mission of increasing the college-going rate in Appalachia, the numbers of students who continue their education directly after graduating high school. This paper discusses why a postsecondary education is so critical and the need for the AHE Network in the region. It then describes the history and effectiveness of the AHE Network model and presents preliminary data on the impact and success of individual AHE Network centers. The paper concludes with a discussion of future directions for the Network and the need for research on the long-term impact of these and similar programs on individual students. ED580201 Development and Progress of the Appalachian Higher Education Network: A Project of the Appalachian Regional Commission Appalachian Regional Commission 2004-05-00 21 Appalachian Regional Commission. 1666 Connecticut Avenue NW Suite 700, Washington, DC 20009. Tel: 202-884-7700; e-mail: info@arc.gov; Web site: https://www.arc.gov N/A 2018 0 As Provided JAN2020

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Yes Spanish Speaking English Language Learners Language Proficiency Readiness Language Arts English Instruction Mathematics Instruction Elementary School Students Family Environment Language Usage Language Fluency Student Characteristics Achievement Gap Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standardized Tests Arellano, Brenda Liu, Feng Stoker, Ginger Slama, Rachel Reports - Research New Mexico Regional Educational Laboratory Southwest (ED) National Center for Education Evaluation and Regional Assistance (ED) SEDL English Elementary Education To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school? Is there a relationship between proficiency in a student's primary home language, Spanish, and the amount of time needed to attain fluency in the student's second language, English? And are there differences in these relationships across English learner student subgroups? These topics are of high priority to members of the New Mexico Achievement Gap Research Alliance. New Mexico has a long history of working to support the maintenance and development of students' biliteracy skills. Many members of the alliance provide districts with technical assistance related to English learner students, so answers to these questions may inform this technical assistance. This study, conducted by the Regional Educational Laboratory Southwest, sought to inform the New Mexico Achievement Gap Research Alliance about the path toward English proficiency and academic outcomes for Spanish-speaking English learner students who entered kindergarten with varying levels of Spanish proficiency. The study followed two cohorts of Spanish-speaking English learner students in four districts in New Mexico from kindergarten through grade 4 or 5. The 2010 cohort included students enrolled in kindergarten in 2009/10 who were followed through grade 5, and the 2011 cohort included students enrolled in kindergarten in 2010/11 who were followed through grade 4. The study examined cumulative rates of English learner students' progress toward reclassification as fluent English proficient. The study also examined students' demonstration of grade-level readiness on the New Mexico Partnership for Assessment of Readiness for College and Careers (NMPARCC) standardized academic assessments in English language arts and math in grades 4 and 5. All of the results were also observed through the lens of initial Spanish proficiency in kindergarten to understand differences among groups of English learner students. The main findings were: (1) More than 80 percent of English learner students in the 2010 cohort started kindergarten at the lowest English proficiency level, as did half of those in the 2011 cohort; (2) Nearly 83 percent of students in the 2010 cohort attained English proficiency by grade 5, and 59 percent of students in the 2011 cohort did so by grade 4; (3) Among English learner students with high initial Spanish proficiency, nearly all those in the 2010 cohort were reclassified as fluent English proficient by grade 5, and nearly three-quarters of those in the 2011 cohort were reclassified by grade 4; (4) Among English learner students with low or medium initial Spanish proficiency, roughly a quarter of the 2010 cohort were not reclassified as fluent English proficient by grade 5, and almost half the 2011 cohort were not reclassified by grade 4; (5) Of English learner students who were reclassified as fluent English proficient by grade 4 or 5, fewer than a quarter also demonstrated grade-level readiness in grade 4 or grade 5 English language arts or math on the NMPARCC assessment; (6) Regardless of initial Spanish proficiency, the rates of grade-level readiness were generally low on NMPARCC English language arts and math outcomes in grades 4 and 5. However, students with high initial Spanish proficiency were more likely to demonstrate grade-level readiness than were students in the other Spanish proficiency groups; and (7) Grade-level readiness in English language arts and math among students in the two cohorts who were reclassified as fluent English proficient in grades 4 and 5 was generally lower than statewide averages for all students in the same grades in New Mexico. Most students who were identified as English learner students in kindergarten required a minimum of three to four years of instruction after kindergarten to attain English proficiency. A large percentage of students were not reclassified as fluent English proficient before leaving elementary school. Even when students were reclassified, this milestone did not always translate into grade-level readiness in English language arts and math. Among English learner students who were reclassified as fluent English proficient by grade 4 or 5, only a small percentage demonstrated grade-level readiness in grade 4 or grade 5 English language arts and math. The findings suggest that English learner students with low and medium initial Spanish proficiency will not fare as well in English language arts and math as students with high initial Spanish proficiency. A Spanish proficiency measure could be used as an early indicator to target students with low and medium Spanish proficiency in kindergarten for language and literacy interventions in early grades. ED580202 Initial Spanish Proficiency and English Language Development among Spanish-Speaking English Learner Students in New Mexico. REL 2018-286 Regional Educational Laboratory Southwest 2018-01-00 38 Regional Educational Laboratory Southwest. 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 2018 33 ERIC JAN2020 Yes EDIES12C0012 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4528

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No Ethnic Diversity Undergraduate Students College Freshmen Enrollment Community Colleges Two Year College Students Asians White Students Hispanic American Students African American Students Student Diversity Full Time Students Part Time Students Statistical Significance Statistical Inference Racial Differences Lebron, Juan Carlos Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Higher Education Purpose: The purpose of this journal-ready dissertation was to examine the degree to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled full-time in Texas community colleges. Specifically, the ethnic/racial diversity changes (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time students who were enrolled in Texas community colleges in the 1999-2000 academic year through the 2014-2015 academic year were analyzed. The degree to which differences were present in the enrollment percentages of Asian, White, Hispanic and Black first-time in college full-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was examined. The extent to which changes had occurred in the ethnic/racial diversity of first-time in college students who were enrolled part-time in Texas community colleges was examined. The degree to which differences existed in the enrollment percentages of Asian, White, Hispanic, and Black first-time in college part-time students who were enrolled in Texas community colleges between the 1999-2000 and the 2014-2015 academic years was analyzed. An analysis of the trends present in the ethnic/racial diversity (i.e., Asian, White, Hispanic, and Black) of first-time in college full-time and part-time students who were enrolled in Texas community colleges during the 1999-2000 through the 2014-2015 academic years was included in these three investigations. Method: A causal-comparative research design was used for this study. Archival data from the Texas Higher Education Coordinating Board Interactive Accountability System were downloaded and analyzed for the 1999-2000 through the 2014-2015 academic years. Findings: Inferential statistical analyses revealed that over this time period, the percentage of Hispanic first-time in college full-time and part-time Texas community college students statistically significantly increased, whereas the percentage of White first-time in college full-time and part-time students statistically significantly decreased. No changes were noted with respect to either Black or Asian first-time in college full-time and part-time college students during this time period. Statistically significant increases were also present with respect to the percentage of Hispanic students (regardless of enrollment status) who were enrolled in Texas community colleges during this time 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.] ED579398 Ethnic/Racial Diversity of First-Time in College Undergraduate Student Enrollment at Texas Community Colleges: A Multiyear, Statewide Investigation ProQuest LLC Ed.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7504-9 188 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:10662324 2018 As Provided JAN2020

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No Public Schools Organizational Communication Administrators Phenomenology Interviews Questionnaires Grounded Theory Coding Mentors Social Networks School Community Relationship Social Media Crisis Management Public Opinion Lopez, Sonja A. Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Communication directors have become part of public school districts' administrative framework in the 21st century. Maintaining a social media presence and satisfying stakeholders' expectations for current, up-to-date, and accurate information have increased the need for superintendents to employ a public relations professional. The purpose of this transcendental phenomenological study was to explore the various experiences of communication directors in public schools. Grunig's (1992) excellence theory served as the conceptual framework for the study. By employing a purposive sampling strategy, six current Texas public school communication directors were selected for face-to-face interviews and completed a demographic questionnaire. The five themes of Preparation, Responsibilities, Expectations, Challenges, and Recommendations emerged through constant comparative analysis of the data. Multiple rounds of descriptive and in vivo coding revealed numerous subthemes within each theme. The findings of the study highlighted the importance of developing relationships in the field of public school communications. Engaging in mentorships, networking, and building school and community partnerships were viewed as vital to success in the position. The ability to write well and convey the district's and superintendent's message was also acknowledged. Challenges of managing social media, crisis situations, and public opinion were common to all participants. By better understanding the experiences of public school communication directors, districts can provide appropriate support so the position is successful in meeting districts' 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.] ED579399 Experiences of Texas Public School Communication Directors in the 21st Century: A Phenomenological Study ProQuest LLC Ed.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7508-7 146 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:10662329 2018 As Provided JAN2020

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No Emotional Intelligence Clinical Experience Nursing Education Correlation Associate Degrees Scores Older Adults Pretests Posttests Stress Variables Fatigue (Biology) Tests Qualitative Research Age Differences Comparative Analysis Simulation Whites Zoromski, Lorraine M. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a technical college in the Midwest volunteered to complete the Mayer Salovey & Caruso Emotional Intelligence Test (MSCEIT) prior to completing their clinical experience and at its completion. The sample consisted of 19 females and one male student. Participants' mean age was 31 years; all indicated that they were Caucasian. The key findings were that there was a significant decrease in several scores within the MSCEIT on the post-test, and that there was a positive correlation between older adults and higher levels of emotional intelligence. Stress levels or fatigue could have impacted participants' decreased performance on the MSCEIT. Some recommendations for future research are to replicate this study with larger samples or qualitative analyses, to include measures of stress to explore effects of fatigue on emotional intelligence, to compare clinical experiences with simulations, and to control pre-test and post-test environmental settings for the administration of the MSCEIT. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580693 Emotional Intelligence in Intensive Clinical Experiences for Nursing Students ProQuest LLC Ed.D. Dissertation, Edgewood College 2017-00-00 978-0-3555-0197-1 106 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:10638405 2018 As Provided JAN2020

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No Homework Mathematics Achievement High School Students Secondary School Mathematics Statistical Analysis Grades (Scholastic) Honors Curriculum Advanced Placement Programs Calculus Statistics Quasiexperimental Design Gender Differences Ortiz, Craig R. Dissertations/Theses - Doctoral Dissertations Illinois EISSN- English High Schools Homework varies widely in importance among both teachers and students, as well as in subject areas. In mathematics, it is generally expected that it plays a critical role in students' understanding of mathematics and will be assigned daily. However, it is also understood that whether students take homework seriously can be difficult to ascertain. Thus, teachers vary greatly in their approach to grading it, leading to concerns that, in some cases, students' grades are not necessarily indicative of their mathematics achievement. Some educators still view homework as worthy of significant weight in students' grades as both a motivation and a reward. Others argue that homework serves no purpose in grades, or should have at best a minimal impact, since it does not always reflect mastery of concepts. This ex post facto quasi-experimental quantitative study examined the effect of reducing the weight of homework in students' grades for honors mathematics students at the junior and senior level at a medium-sized high school in northeast Illinois. In particular, the effect this reduction had on the mathematics achievement of juniors and seniors in Pre-Calculus, Advanced Placement (AP) Calculus, and AP Statistics, as determined by classroom assessments and standardized tests, was analyzed. This study also examined whether there was a gender difference in the effect on students' 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.] ED580694 The Effect of Reducing the Weight of Homework Assignments on the Mathematics Achievement of Upper Level High School Students ProQuest LLC D.Ed. Dissertation, University of St. Francis 2017-00-00 978-0-3554-9290-3 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:10638491 2018 As Provided JAN2020

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No Action Research Writing Instruction Writing (Composition) Laboratories Tutor Training Critical Theory Discourse Analysis Reflection Video Technology Writing Teachers Teacher Attitudes Knowledge Base for Teaching Teaching Methods Pigliacelli, Mary Dissertations/Theses - Doctoral Dissertations EISSN- English Training writing center tutors to work collaboratively with students on their writing is a complex and challenging process. This practitioner action research uses critical discourse analysis (Gee, 2014a) to interrogate tutors' understandings of their work, as expressed in their written reflections on video-recorded tutoring sessions, to facilitate the development of strategies for training and support in the LIU Post Writing Center. This thesis develops a model of knowledge construction that includes writing center knowledge, disciplinary genre knowledge, writing knowledge, rhetorical knowledge, interpersonal knowledge, and intrapersonal knowledge. The results show that video recording of and reflection on writing center sessions with the addition of critical discourse analysis is an appropriate and productive method for improving tutor training in individual writing centers. Additionally, it discusses a need for additional tutor training on pedagogical reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579947 Practitioner Action Research on Writing Center Tutor Training: Critical Discourse Analysis of Reflections on Video-Recorded Sessions ProQuest LLC M.S. Dissertation, Long Island University, C. W. Post Center 2017-00-00 978-0-3553-1870-8 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:10623761 2018 As Provided JAN2020

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No English Literature Questioning Techniques Teaching Methods Seminars Community Colleges Two Year College Students Student Attitudes College Transfer Students College Students Classroom Techniques Student Participation Grades (Scholastic) Cooperative Learning Eiland, Thomas T. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Seating arrangements in college English Literature courses can have an impact on the learning experience for the student. Students who had completed at least one college-level English literature course at a community college were asked about their experiences in four seating arrangements: traditional rows of seats, Socratic circle/seminar style, clusters/small table groups, and computer lab. Based on student responses to their experiences in transfer-level college English literature analysis courses, the results indicated that students by and large have had a very limited experience in terms of variety of seating arrangements, not only within a given classroom, but from course to course. Indeed, many students reported having experienced only a single type of seating arrangement in English courses. Furthermore, students were well aware of the triangular zone of interaction that is created at the front and center of a traditional rows classroom, as well as the zones of exclusion that also exist in that arrangement. Students indicated that the Socratic/seminar and the cluster/small table groups arrangements were most conducive to class-wide interaction, as well as small group interaction. Students asked for more interaction with the professor and between students, and they reported that in-class participation results in more overall engagement and that collaborative seating environments resulted in better 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.] ED579948 Walk Right In, Sit Right Down: Seating in the College English Literature Classroom ProQuest LLC Ed.D. Dissertation, California State University, Fullerton 2017-00-00 978-0-3553-6234-3 251 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:10623822 2018 As Provided JAN2020

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No Case Studies College Attendance Access to Education Social Capital Standards Values High School Students Program Descriptions Interviews Focus Groups Alumni College Students Self Esteem College Applicants Trust (Psychology) Social Networks Educational Attitudes Partnerships in Education College School Cooperation Robinson, Jessica Marie Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education A college-going high school program called Rise Up has enjoyed years of success with its program participants but has yet to demonstrate why the program alumni have entered college at such high rates (91.6% of alumni enter college upon high school graduation). Through interviews and focus groups with 46 college-going alumni, this research examined the factors that influenced its students to apply and enroll in college upon completion of high school. Viewing data through a social capital theory lens, the results consisted of four related themes showing how students gained confidence, applied to college, and eventually entered a postsecondary institution. The themes include: (a) thoughts about college before entering the program; (b) elements that helped students learn about, feel comfortable applying, and lead to college enrollment; (c) how feelings of trust and social capital networks came into play when learning about and applying to college; and (d) college-going values and standards students learned through enrollment in the program. These findings indicate the students in this sample relied heavily on program staff, peers, feelings of trust, and the creation of supportive networks when planning for postsecondary education and when creating a college-going and application mindset. Data from this study can inform the support efforts of high school and postsecondary faculty and administrators. Recommendations are offered including: the incorporation of supportive networks for program participants; the importance of conducting an element of the program on a college campus; and the need for more college going partnerships between K-12 and postsecondary 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.] ED579949 Rise Up: A Case Study of Student Perspectives on Postsecondary Access ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3552-2950-9 163 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:10623826 2018 As Provided JAN2020

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No Student Experience Educational Opportunities Academic Persistence Postsecondary Education Case Studies Transitional Programs Summer Programs Tutoring Financial Support School Counseling School Counselors Academic Advising High School Graduates College Bound Students School Personnel Administrators College Students Academic Support Services College Faculty Semi Structured Interviews Beauchemin, Amy J. Dissertations/Theses - Doctoral Dissertations New York EISSN- English Postsecondary Education The purpose of this single case study was to gain a deeper understanding of the supports provided by postsecondary education institutions to students in Educational Opportunity Programs (EOPs). EOPs provide typically low-income, first generation, academically underprepared, and underserved students, who are often overlooked but show potential, with supports they may need to help them persist to college graduation. Swail's "Geometric Model of Student Persistence and Achievement" (Swail, 2004; Swail, Redd, & Perna, 2003) framed this study by considering how institutional factors such as financial, academic, and student supports helped students persist in college. A single case study was conducted with semi-structured interviews of 15 upper level EOP students and 7 EOP staff or administrators. The study focused on the reports of EOP students and EOP staff and administrators to identify the supports that helped EOP students persist at a 4-year public university in New York State. The supports examined were students' transition from high school-to-college, financial supports, academic supports, social supports, and counseling supports. Based on the reports of EOP students and EOP staff and administrators, the financial, academic, and counseling supports were most impactful to EOP students' persistence in college. More specifically, academic and social supports, which included tutoring, mandatory study hours, and friendships developed within the program, were identified as helpful to EOP students as they transitioned from high school-to-college and continued in college. EOP counselors, who provided academic advising assistance and social-emotional support, were also considered paramount to EOP students' persistence in college. Financial supports were also identified as an important element to student persistence, most notably, the grants received from the federal and state governments as well as a program funded book stipend. Furthermore, students also identified a feeling of family, caring, and availability of EOP staff as important to persistence. This study contributes to the literature by confirming the importance of supports to student persistence such as the summer program, tutoring and financial support, introducing the notion of culture in an EOP and highlighting the importance of a holistic support system. The implications for policy emphasis on the continuation, growth, and development of funding to EOPs. Recommendations for research focus on faculty involvement in a summer bridge program, helping students develop friendship, and counseling supports. The implications for practice focus on how the elements of the EOP such as the culture, dedicated counselors, and free tutoring can impact broader populations of students to increase persistence 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.] ED579950 Students' Experiences with Supports Offered in Educational Opportunity Programs That Lead to Their Persistence in Postsecondary Education ProQuest LLC Ed.D. Dissertation, University of Hartford 2017-00-00 978-0-3552-6706-8 250 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:10633512 2018 As Provided JAN2020

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No Doctoral Programs Internship Programs Stress Variables Physical Health Mental Health Social Influences Well Being Measurement Equipment Physical Activities Student Surveys Eating Habits Diaries Physical Activity Level Structural Equation Models Statistical Analysis Interaction Resilience (Psychology) Coping Stress Management School Psychology Counseling Least Squares Statistics Multivariate Analysis Manning, John Merrill Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Graduate students enrolled in clinical, counseling, and school psychology doctoral programs are required to complete a one-year internship prior to graduating and earning their degree. Recently, an imbalance has grown between the number of internship positions and the number of applicants, with more applicants than available internship positions. This creates a period of intense stress and demand on prospective interns as they apply for, interview for, and receive word of pairing results to internship sites. This stress may negatively impact interns' health and wellness over the application/interview period. To date, this remains an area that has not previously been studied. The current study utilizes a hierarchical, latent variable model of global health, with a global health factor comprised of five first-order factors: Physical health, mental health, spiritual health, social health, and stress (IS-Wel model; Hattie, Myers, & Sweeney, 2004). Using a time-interrupted series design, participants wore a physical activity monitor, completed semi-weekly surveys, and logged food intake via an online application across three phases lasting three, four, and three weeks, respectively. Using partial least squares structural equation modeling (PLS-SEM), the model was analyzed for fit and predictive validity. Subsequently, means structures were assessed for significant changes across phases, as well as accounting for the influence of resilience as a covariate, within SPSS using a MANCOVA analysis. Paired-sample "t"-tests were further used to analyze specific areas and direction of change. Results indicated non-significant changes in health across phases, as well as a non-significant interaction between resilience and health by phase. These results indicate that prospective interns are able to effectively cope with the multiple stressors unique to this period 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.] ED579400 Changes in Health Resulting from the "Internship Process" in a Cohort of Professional Psychology Doctoral Student Applicants ProQuest LLC Ph.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7509-4 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:10662330 2018 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education English (Second Language) Second Language Instruction Telecommunications Handheld Devices Ownership Case Studies Student Motivation Learner Engagement Course Descriptions Foreign Countries Questionnaires Online Surveys Focus Groups Lesson Plans Homework Program Implementation Program Effectiveness Teacher Attitudes Student Attitudes Kilar-Magdziarz, Ewa Speeches/Meeting Papers Reports - Research Ireland English Mobile devices such as tablets and smart phones have entered education and started being used by teachers and learners for studying. This evidence-based case study focuses on the enhancement of a syllabus with BYOD classes and the role it played in boosting motivation and classroom engagement. It shows how to enhance a syllabus for Intermediate level students of English and how to implement any syllabus changes, furthermore, it shows the impact of the changes on the staff members and learners. The study was carried out in an Irish, middle-sized language school, concluding that the enhanced syllabus had a positive impact both on the learners and the teachers. [For the complete proceedings, see ED579335.] ED579401 Enhancing a Syllabus for Intermediate ESL Students with BYOD Interventions International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 32 As Provided JAN2020

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No Urban Youth African American Students High School Students Males Teaching Methods Instructional Effectiveness Qualitative Research Secondary School Teachers Interviews Whites Relevance (Education) Teacher Student Relationship Student Responsibility Influences Blue, Adonis Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools The continued dismal performance of African American students calls for the establishment of better strategies and techniques. The available studies reveal very little regarding the initiatives pursued by middle and elementary school teacher in addressing the academic needs of African American students, however, this literature has not yet defined what successful White high school teachers do to meet the academic needs of their African American male students; which allows these students to succeed academically at high school levels. The current study utilized Merriam's (2009) basic qualitative research design to interview eight high school teachers in a school district in the Southeastern United States. The respondents in this study were identified by their building principals as successful White teachers of African American male students. The selection criteria included at least three years of experience and students' final grade point average at or above 70%. Data collection included conducting personal interviews with six White teachers; digital records were made of these interviews and analyzed for reoccurring patterns and trends. The interview questions were aligned to the research questions which were developed from the literature review findings. The theoretical framework for this study was Howard's (2006) Achievement Triangle, along with G. Ladson-Billing's (2009, 2015) "Culturally Relevant and Responsive Teaching Model," Gay's (2010) "Culturally Responsive Teaching Model," and successful teachers motivate their students (Eccles & Wigfield, 2002). The findings indicated (a) the educational material must be relevant to the students' future; (b) support from the teacher was important; (c) students must take responsibility for their education at the high school level; and (d) in high school the number of outside influences that can interfere with learning 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.] ED580695 Successful Teaching Strategies for Urban African American High School Males ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-7073-4 113 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:10638783 2018 As Provided JAN2020

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No Best Practices Christianity Clergy Spiritual Development Likert Scales Online Courses Undergraduate Students Delphi Technique Organizations (Groups) Church Related Colleges Mixed Methods Research College Faculty Teacher Attitudes Administrator Attitudes Departments Religious Education Ledbetter, Neal Brian Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this research project was to establish consensus among experts regarding best practices of online undergraduate spiritual formation with a specific focus on the Council for Christian Colleges and Universities (CCCU). Prior to this project, there was no consensus regarding best practices of online spiritual formation at the undergraduate level. Even less research existed with regard to the practices used among CCCU member institutions. Therefore, this project sought to identify the best practices implemented by CCCU member institutions to provide effective spiritual formation in their online undergraduate programs. This project was a mixed methods exploratory sequential design utilizing the Delphi Method. Sixteen expert faculty and administrators teaching in or overseeing Christian ministry departments within CCCU member institutions were enlisted to participate as panelists in this study. Round 1 gathered answers to 16 open-ended questions that were developed based on the CCCU definition of spiritual formation. Round 2 utilized a four-point Likert type scale with panelists evaluating the importance of 78 thematic practices that emerged from round 1. Round 3 utilized a simple agree or disagree dichotomous scale evaluating the importance of the remaining practices to online undergraduate spiritual formation. After three rounds of a Delphi Study with experts in the field of online spiritual formation at the undergraduate level, thirty consensus best practices were identified. Chapter 1 outlines the purpose and driving questions of this project related to best practices of online undergraduate spiritual formation. Chapter 2 reviews the precedent literature regarding the theological and theoretical foundations for Christian education and spiritual formation, as well as reveals a gap in the literature related to undergraduate online spiritual formation among CCCU member institutions. Chapter 3 articulates the design of this project and the use of the Delphi Method. Chapter 4 reveals the findings from each of the three rounds in this Delphi Study. Finally, chapter 5 analyzes and evaluates the findings of this project, including the thirty consensus best practices that were identified and their contribution to precedent literature, educational practice, and advancement of online Christian 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.] ED580696 Best Practices of Online Undergraduate Spiritual Formation at Select Institutions of Christian Higher Education: A Delphi Study ProQuest LLC Ph.D. Dissertation, The Southern Baptist Theological Seminary 2017-00-00 978-0-3554-9444-0 251 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:10638786 2018 As Provided JAN2020

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Yes Executive Function Cognitive Ability Coaching (Performance) Behavioral Sciences Skill Development Adolescents Young Adults Pilot Projects Time Management Self Management Goal Orientation Progress Monitoring Scaffolding (Teaching Technique) Educational Strategies Educational Environment Incentives Mothers Models Questionnaires Readiness Motivation Techniques Program Implementation Dechausay, Nadine Reports - Descriptive Illinois (Chicago) Georgia (Atlanta) Michigan MDRC, Center for Applied Behavioral Science (CABS) English Executive skills are the cognitive abilities that make it possible for people to set goals, regulate impulses, and complete the steps necessary to achieve their objectives. Examples of these skills include time management, emotional control, and organization. Richard Guare and Peggy Dawson have developed a coaching strategy based on executive functioning, and three programs serving young people conducted a pilot of that strategy with funding from the Annie E. Casey Foundation. Executive-skills coaching (ESC) puts participant-driven goal setting at the center of the coaching interaction. Participants gain an understanding of their executive skills profiles and use the coaching sessions to define goals and monitor progress. The grantees involved in the pilot project were: (1) New Moms, a job-training, housing, and family-support program in Chicago; (2) Teen Parent Connection (TPC), a support network for pregnant or parenting teens in state custody in the metropolitan Atlanta area; and (3) Women's Resource Center, a program offering various career and educational services to single mothers in Grand Rapids, Michigan who are involved in the criminal justice system. This was the most diverse group of programs that had ever tested the Guare and Dawson ESC approach. MDRC's Center for Applied Behavioral Science (CABS) provided technical assistance to the grantees to help them use behavioral science to design "environmental modifications": strategies to reduce the demands on attention, organization, and follow-through that programs may unwittingly place on participants. This report summarizes how programs implemented ESC, with an emphasis on how they adapted the coaching model to fit their program contexts, the challenges coaches faced, and the diverse experiences of participants. Overall, the grantees described the pilot project as a positive experience--and in many cases a transformative one. Coaches found that ESC helped them to approach their practice more systematically and to clarify their role. They believed it empowered participants in a way that traditional case management does not. While there are limits to ESC and a critical need to define the organizational factors that contribute to successful implementation, the pilot seems to indicate that the model has promise. The final section of the report suggests next steps for researchers, technical-assistance providers, and funders to further support the refinement and spread of ESC in programs that serve at-risk young people. ED580908 The Future of Executive-Skills Coaching and Behavioral Science in Programs That Serve Teens and Young Adults: Lessons from the Annie E. Casey Pilot Project MDRC 2018-01-00 Annie E. Casey Foundation 32 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 12 As Provided JAN2020

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Yes Educational Environment Educational Improvement Educational Strategies Program Implementation Educational Planning Strategic Planning Stakeholders Data Collection Intervention Progress Monitoring Information Dissemination Surveys Resources Program Evaluation Teamwork Teacher Role Administrator Role Training Paraprofessional School Personnel Teacher Aides Teachers Elementary Secondary Education Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Elementary Secondary Education Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that instructional staff--including teachers, paraprofessionals, and others in the classroom who provide instruction or assistance--can take to support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, "Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017," see ED578926.] ED580909 School Climate Improvement Action Guide for Instructional Staff. School Climate Improvement Resource Package National Center on Safe Supportive Learning Environments 2017-01-00 Practitioners 8 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 0 ERIC JAN2020

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Yes Scoring Item Response Theory Preservice Teachers Interrater Reliability Bias Foreign Countries Diagnostic Tests Rating Scales Nalbantoglu Yilmaz, Funda Journal Articles Reports - Research Turkey ISSN-2222-1735 English Higher Education In the study, it was aimed to investigate the leniency/severity, bias and halo effect of the raters which were used in the scoring of the diagnostic tree prepared by the teacher candidates with the many-facet Rasch model. The research study group constitutes 24 teacher candidates who are taking measurement and evaluation lesson from the students of the faculty of teaching department of classroom teaching in a state university. Teacher candidates in the study team have formed two groups between themselves. Each group developed a diagnostic tree related with their field. Diagnostic trees prepared by teacher candidates were scored by a faculty member in the direction of the same criteria and 12 peers selected from each group. The effects of scoring were determined and the data were analyzed with the many-facet Rasch model. In the study, it was reached to the results that some raters rated severely on some criteria and groups than expected, and some raters showed halo effects on an individual-level. ED579179 Analysis of the Rater Effects on the Scoring of Diagnostic Trees Prepared by Teacher Candidates with the Many-Facet Rasch Model Online Submission Journal of Education and Practice v8 n18 p174-184 2017 2017-00-00 11 N/A 2018 37 As Provided JAN2020

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Yes Tutoring Resource Allocation Scheduling After School Education Response to Intervention Time Factors (Learning) Curriculum Reading Programs Staff Development Special Needs Students Caseworker Approach School Districts Reports - Descriptive MDRC English Students learn or progress at their own paces. How can schools make sure that they get the help they need--and only the help they need? Many are turning to multi-tiered systems of support. This brief provides some practical considerations for schools contemplating tiered approaches. ED579180 Tiered Systems of Support: Practical Considerations for School Districts. Issue Focus MDRC 2017-05-00 2 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 0 As Provided JAN2020

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Yes Science Process Skills Scientific Attitudes Grade 7 Science Achievement Correlation Foreign Countries Junior High School Students Secondary School Science Statistical Analysis Maranan, Veronique M. Dissertations/Theses - Masters Theses Tests/Questionnaires Reports - Research Philippines EISSN- English Grade 7 This study focused on the correlation of mastery in basic process skills and attitude toward Science to grade 7 students' performance. From the 200 respondents 74% or most of the students are normally in the age bracket for Grade 7 students which is 11 to 12. One hundred one (101) respondents or 50.5 % of the total respondents are male while 99 respondents or 49.5 % of the total respondents are female. Although many students are in the "mastered" level, there are also many students in lower level especially in the "low mastery" and "no mastery" level who must be aided to improve their skills and performance. The students have homogeneity of "high positive attitude" in all the items in the survey of attitude toward Science except in classroom environment. Many students have "outstanding" performance in Science but there are also many with "Fairly Satisfactory" and "Did not meet expectations" that need immediate attention. In correlation between attitude toward Science and students' performance, only "understanding dimension" established significant relationship in terms of teaching strategy; all the cognitive process dimensions are not related in terms of academic value; "analyzing" and "creating" dimensions are significantly related in terms of Science activity; and "understanding," "applying" and "analyzing dimensions" are significantly related in terms of classroom environment. In correlation between mastery in basic process skills and performance in Science, observing and predicting skills show significant relation with "remembering" dimension; observing, inferring and predicting skills have significant relationship with "understanding" dimension; only "classifying" skill has no significant relationship to "applying dimension"; communicating and predicting skills are significantly related to "analyzing" dimension; only inferring is significantly related to "evaluating"; and all basic process skills are significantly related to "creating." In the light of the aforementioned findings, the following conclusions are drawn: The null hypothesis stating that the mean level of students' mastery of the basic process skills is not significantly related to performance in Science is "partially supported." As per indicated in the findings, the null hypothesis stating that there is no significant relationship between students' attitude and performance in Science is "partially confirmed." ED579181 Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students' Cognitive Performance Online Submission M.A. Thesis, Laguna State Polytechnic University 2017-06-00 88 N/A 2018 88 As Provided JAN2020

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Yes Educational Environment Educational Improvement Educational Strategies Program Implementation Educational Planning Strategic Planning Stakeholders Data Collection Intervention Progress Monitoring Information Dissemination Surveys Resources Program Evaluation Teamwork Administrator Role Training Elementary Secondary Education Principals Assistant Principals Leaders Leadership Responsibility Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Elementary Secondary Education Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that school leaders--including principals, assistant/vice principals, and building leaders--can take to support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, "Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017," see ED578926.] ED580910 School Climate Improvement Action Guide for School Leaders. School Climate Improvement Resource Package National Center on Safe Supportive Learning Environments 2017-01-00 Administrators 11 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 0 ERIC JAN2020

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Yes Educational Environment Educational Improvement Educational Strategies Educational Planning Stakeholders Data Collection Intervention Progress Monitoring Student Participation Participative Decision Making Guidelines Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps to engage students in the school climate improvement process. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in school climate improvements; (3) Support the collection and use of reliable and valid school climate data; (4) Help choose and implement school climate interventions; and (5) Support ongoing monitoring and evaluation of school climate improvements. [For the complete resource package, "Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017," see ED578926.] ED580912 School Climate Improvement Action Guide for Working with Students. School Climate Improvement Resource Package National Center on Safe Supportive Learning Environments 2017-01-00 Practitioners 8 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 0 ERIC JAN2020

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No Mathematics Instruction Teaching Methods Private Schools Catholic Schools Mixed Methods Research Mathematics Achievement Mathematics Tests Achievement Tests Standardized Tests Grade 6 Scores Elementary Secondary Education Stephan, Kelly Purdy Dissertations/Theses - Doctoral Dissertations Florida Iowa Tests of Basic Skills EISSN- English Grade 6 Improving mathematical student performance in K-12 education has been a focus in the U.S. Students in the U.S. score lower on standardized math assessments than students in other countries. Preparing students for a successful future in a global society requires schools to integrate effective digital technologies in math classroom curricula. Determining whether supplemental digital tools impact the math classroom is challenging. To address these concerns, a convergent parallel mixed methods study examined the relationship of a supplemental digital math tool, "Mathletics"™, and Iowa Test of Basic Skills (ITBS)™ (Riverside Publishing, 2008) standardized test scores between 6th grade students. The study also explored the perceived impact of a supplemental digital math tool, "Mathletics"™, on student learning and teaching methods from faculty at III private, Catholic schools in Florida. Mixed methods data analysis revealed no statistically significant difference on standardized test scores for the "math" sections and a statistically significant difference on standardized test scores for the "computation" sections of the Iowa Test of Basic Skills (ITBS™) (Riverside Publishing, 2008) standardized test scores. Faculty perceptions also indicated "Mathletics"™ was a benefit on student learning and teaching methods in the following ways; motivated and engaged the learner; was an effective supplementary digital tool for extended practice; aligned with core curriculum and math standards; provided ways for faculty to differentiate learning, individualize learning, and provide instant feedback. The study also revealed faculty concerns with Internet and technology issues, availability of computers and tablets concerns, lack of reporting tools and data to inform academic instruction, and the need for teacher professional development. The researcher proposes four design frameworks to aid educational leaders and faculty in resolving the 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.] ED579951 Does Mathletics, a Supplementary Digital Math Tool, Improve Student Learning and Teaching Methods at Three Private Catholic Schools in Florida?--A Mixed Methods Study ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3946-1 202 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:10624613 2018 As Provided JAN2020

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No Outcomes of Education Algebra Mathematics Instruction High School Students Statistical Analysis Grounded Theory Grades (Scholastic) Scores Student Attitudes Online Courses Standardized Tests Mathematics Tests Comparative Analysis Instructional Improvement Teaching Methods Berry, Sharon Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools This study used a quantitative, causal-comparative design. It compared educational outcome data from online Algebra 1 courses to determine if a significant difference existed between synchronous and asynchronous students for end-of-course grades, state assessments scores, and student perceptions of their course. The study found that synchronous students had significantly lower end-of-course grades and standardized test scores than asynchronous students. In addition, it was found that there was no difference between synchronous and asynchronous formats in student perceptions of transactional distance. Nevertheless, the findings provide valuable information regarding outcomes in online Algebra 1 courses. The study includes a discussion of the problem of online mathematics instruction, along with several research-based suggestions for improving online mathematics instruction at the high school level. Several 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.] ED579952 Educational Outcomes of Synchronous and Asynchronous High School Students: A Quantitative Causal-Comparative Study of Online Algebra 1 ProQuest LLC Ed.D. Dissertation, Northeastern University 2017-00-00 978-0-3554-1185-0 162 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:10633522 2018 As Provided JAN2020

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Yes Community Colleges Construct Validity Instructional Development Institutional Evaluation Educational Assessment Self Evaluation (Groups) Faculty Development Standardized Tests Factor Analysis Cooperative Learning Culturally Relevant Education Instructional Materials Interpersonal Relationship School Responsibility Expectation Teacher Student Relationship Disclosure Educational Environment Racial Bias Needs Assessment Xiong, Soua Delgado, Nexi Wood, J. Luke Harris, Frank, III Reports - Research EISSN- San Diego State University, Community College Equity Assessment Lab (CCEAL) English Two Year Colleges This white paper describes the construct validation of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional assessment tool designed to inform professional development programming for instructional faculty. The instrument was developed to serve as a standardized assessment tool to determine the efficacy of community college faculty instruction and encourage institutional professional development. ED580913 Construct Validation--Community College Instructional Development Inventory Online Submission 2017-00-00 7 N/A 2018 2 As Provided JAN2020

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Yes Books Reading Programs College Programs Reading Assignments Colleges Institutional Characteristics College Students Educational Objectives Literary Genres Program Administration Randall, David Reports - Evaluative National Association of Scholars (NAS) English Higher Education Hundreds of American colleges and universities continue to assign a summer reading to entering freshmen--typically one book, which the students are asked to read outside their courses. Many institutions embed the common reading in a larger program of campus activities: typically, they invite the common reading author to help open the academic year by speaking on campus at convocation. The book usually is chosen by a committee or by student vote, although occasionally by presidential or decanal fiat. The book sometimes is associated with a larger school theme for the academic year, such as Hesston College's (Kansas) "Be the Change: Caring that Matters." On other occasions it is associated with an administrative sponsor within the university, such as its Office of Diversity, and thus is selected to promote that sponsor's institutional mandate. Colleges devote substantial administrative resources to supporting the common reading programs: librarians write reading guides and publish them on the library web site, the common reading programs themselves usually devote several pages of their websites to their latest selection and promote the reading through social media, and the school sponsors lectures and other related events throughout the academic year. Most colleges see the key purpose of a common reading program as fostering community on campus and student activism in the outside world. Many also declare that common reading is important because it sets academic expectations, begins conversations, and encourages critical thinking, but these goals are meant to be achieved within the matrix of community and activism. Although there are several databases of common reading assignments, the annual Beach Books reports by the National Association of Scholars are the most comprehensive. Beach Books is the only series that categorizes the books according to their main subjects and track trends in genres, publication dates, and additional themes. This study covers more than 350 colleges and universities for the academic years 2014-2015 and 2015-16. Presented are the results of research in terms of findings, facts, characteristics, and recommendations. [For the previous edition, "Beach Books: 2013-2014. What Do Colleges and Universities Want Students to Read Outside Class?," see ED558530.] ED580914 Beach Books: 2014-2016. What Do Colleges and Universities Want Students to Read outside Class? National Association of Scholars 2016-02-00 978-0-9975-2110-8 224 National Association of Scholars. 221 Witherspoon Street 2nd Floor, Princeton, NJ 08542-3215. Tel: 609-683-7878; e-mail: nasonweb@nas.org; Web site: http://www.nas.org/ N/A 2018 0 ERIC JAN2020

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Yes Books Reading Programs College Programs Reading Assignments Colleges Institutional Characteristics College Students Educational Objectives Literary Genres Program Administration Administrative Organization Randall, David Reports - Evaluative National Association of Scholars (NAS) English Higher Education "Beach Books 2016-17," which covers 348 colleges and universities, continues the National Association of Scholars' long-running record of providing the most comprehensive information about colleges and universities that assign common readings to incoming freshmen. Although there are several databases of common reading assignments, Beach Books is the only series that categorizes the books according to their main subjects and tracks trends in genres, publication dates, and additional themes. Beach Books also examines the larger administrative programs that have developed around common readings, such as library guides, lectures, and social media campaigns. The National Association of Scholars believes that common reading programs are a good idea in principle. At a time when core curricula have largely disappeared, a common reading assignment can provide at least an abbreviated substitution that may introduce students to rigorous intellectual standards, inspire them to read further and better than they otherwise would, and foster intellectual friendship on campus. The choice of a classic work can also serve to introduce students to the tradition formed by the best works of Western civilization. This report offers critiques of common readings as they actually are, so as to offer guidance for how they may reform themselves along this better model. Yet while many colleges and universities declare that common readings are important because they set academic expectations, begin conversations, and encourage critical thinking, they usually embed these goals within larger aims to foster community on campus and student activism in the outside world. Common reading programs are dedicated to these non-academic goals. It's in their mission statements. This year the report focuses on common reading programs' administrative structures. While previously noted that common reading programs are associated with administrative sponsors such as Offices of Diversity, this background in depth had not been explored--until now. Discoveries have caused substantial revisions to recommendations for common reading programs. [For the previous edition, "Beach Books: 2014-2016. What Do Colleges and Universities Want Students to Read outside Class?," see ED580914.] ED580915 Beach Books: 2016-2017. What Do Colleges and Universities Want Students to Read outside Class? National Association of Scholars 2017-05-00 978-0-9986-6352-4 192 National Association of Scholars. 221 Witherspoon Street 2nd Floor, Princeton, NJ 08542-3215. Tel: 609-683-7878; e-mail: nasonweb@nas.org; Web site: http://www.nas.org/ N/A 2018 0 ERIC JAN2020

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Yes Graduation Rate High School Students Cohort Analysis Longitudinal Studies High Schools School Districts Outcomes of Education Accountability Group Membership Computation Data Collection Check Lists Tests/Questionnaires Reports - Research Oregon Oregon Department of Education English High Schools High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time (known as the high school entry year, or cohort year) and uses longitudinal student data to determine the student's outcome after four years. An extended rate, allowing one additional year for completion, is also tracked and reported as the 5-year Cohort Graduation Rates. These reports include other outcome categories for students in the cohort, in addition to graduates, and are disaggregated by student groups such as race/ethnicity and gender. Under Oregon's State Plan, high school graduation rate targets were set for each year of accountability. Due to the additional time needed to calculate accurate Cohort Graduation Rates, the 2016-17 rates will be used as part of the 2017-18 Accountability Year determinations. [This document was produced by Oregon Department of Education Office of Accountability, Research & Information Services.] ED579182 Cohort Graduation Rate: Policy and Technical Manual. 2016-17 Graduation Rates Based on Students First Entering High School during the 2012-13 and 2013-14 School Years Oregon Department of Education 2017-00-00 33 Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: http://www.ode.state.or.us N/A 2018 0 ERIC JAN2020

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Yes Apprenticeships Foreign Countries Financial Support Job Skills Vocational Education Experiential Learning Postsecondary Education Educational History Student Financial Aid Student Loan Programs Heriot, Gail Reports - Evaluative United States Germany Cato Institute English Postsecondary Education A college education is not everyone's cup of tea. The United States needs other ways to instill job skills in the younger generation. The German apprenticeship system is sometimes viewed as an appealing alternative. But substantially increasing apprenticeship opportunities in the United States may not be as easy or inviting as it sounds. The German model depends for its success on strong unions and professional licensing requirements. Applying the German method to the United States would require huge--and, for some, hugely unpopular--changes to the structure of the economy. This paper discusses various ways to encourage apprenticeships--from ensuring that potential apprentices can borrow money to finance apprenticeships in the way they currently borrow for college (thus allowing the employer to avoid having to pay an apprentice more than he is initially worth) to more elaborate public subsidies and changes in the law. ED579183 Apprenticeships: Useful Alternative, Tough to Implement. Policy Analysis No. 805 Cato Institute 2016-11-17 16 Cato Institute. 1000 Massachusetts Avenue NW, Washington, DC 20001-5403. Tel: 202-842-0200; Fax: 202-842-3490; e-mail: subscriptions@cato.org; Web site: http://www.cato.org N/A 2018 0 ERIC JAN2020

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Yes Paraprofessional School Personnel Teacher Aides Library Personnel Teacher Certification Alternative Teacher Certification State Legislation Financial Support State Policy Funding Formulas Reports - Descriptive California California Commission on Teacher Credentialing English The primary purpose of the California School Paraprofessional Teacher Training Program (PTTP) was to create local career ladders that enable school paraprofessionals--including teacher assistants, library-media aides, and instructional assistants--to become certificated classroom teachers in K-12 public schools. This pathway to teaching program was established in 1990 by Chapter 1444 of the Statutes of 1990 (SB 1690, Roberti), which added sections 69619 to 69619.3 to the State Education Code. The PTTP program was subsequently expanded by Chapters 737 and 831 of the Statutes of 1997 (The Wildman-Keeley-Solis Exemplary Teaching Training Act of 1997), which added sections 44390 to 44393 to the State Education Code. Chapter 554 of the Statutes of 2007 (SB 193, Scott) was signed into law in October 2007. SB 193 amended the law, which now includes a mandate for common entry and participation criteria for new PTTP participants. Changes to the PTTP and program funding occurred when, as part of the revised 2008-09 budget, the Governor and the Legislature changed how funds for General Fund Proposition 98 programs were allocated. PTTP funding was no longer identified as a per participant allocation and became a part of a block grant in which the local education agency (LEA) has flexibility in determining how PTTP funds are used. Due to the 2008-2009 Tier III funding designation, the enrollment of new participants in the PTTP program was suspended in March 2011. The 2013-2014 state budget process and subsequent legislation brought additional significant changes to the funding and program status of the PTTP. Funding for the PTTP and other Proposition 98 Local Assistance Programs is now part of the Local Control Funding Formula (LCFF). Program funding under LCFF remains flexible and the program sponsors may elect to use funds for other educational purposes. Additionally, under LCFF, most of the state categorical programs such as PTTP have been folded into the flexible funding for districts and county offices of education. AB 97 (Chap. 47, Stat. 2013) includes implementation requirements for LCFF. Section 44393 of the Education Code requires the Commission on Teacher Credentialing (Commission) to report to the Legislature regarding the status of the California School Paraprofessional Teacher Training Program. This report fulfills the Commission's legislative reporting requirement. ED579184 California School Paraprofessional Teacher Training Program. An Annual Report to the Legislature as Required by SB 1636 (Chap. 1444, Stats. 1990) California Commission on Teacher Credentialing 2015-12-00 8 California Commission on Teacher Credentialing. 1900 Capitol Avenue, Sacramento, CA 95811. Web site: https://www.ctc.ca.gov N/A 2018 0 ERIC JAN2020

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No Undergraduate Study Criminology Bachelors Degrees Community Colleges Educational Change Associate Degrees College Programs Goodman Lerner, Debbie Dissertations/Theses - Doctoral Dissertations Florida (Miami) EISSN- English Higher Education A critical review and structured analysis of data spanning a ten-year period will be provided. The chapter submitted will present a descriptive analysis of the conversion of the 2-year to 4-year Criminal Justice Baccalaureate degree program at the Miami Dade College, School of Justice. Miami Dade College, the largest degree-granting educational system of Community College education in the United States, has the requisite infrastructure, curricula, courses, and subject-matter experts/professors to successfully offer (as research will demonstrate) the Bachelor of Applied Science degree in Public Safety Management (Grimming & Goodman, 2005). Since the degrees inception, thousands of students in the South Florida community, primarily minorities, have effectively and successfully matriculated from the 2-year to 4-year Baccalaureate degree program. Miami Dade College may serve as a model program for other colleges in the United States in the design, development, delivery, approval, and ultimately the implementation of this "work force" degree 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.] ED580697 A Descriptive Analysis of the 2-Year to 4-Year Criminal Justice Baccalaureate Degree Program at the Miami Dade College, School of Justice ProQuest LLC Ed.D. Dissertation, St. Thomas University 2017-00-00 978-0-3554-9774-8 98 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637875 2018 As Provided JAN2020

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No Models Teamwork Interaction Hypothesis Testing Laboratories Schecter, Aaron Mitchell Dissertations/Theses - Doctoral Dissertations EISSN- English Multiteam systems (MTS) are an organizational form comprised of two or more independent teams which share at least one common goal. These "teams of teams" can be found in all areas of life, from business to medicine, science to the military. Accordingly, it is of great interest to determine how these systems function, and what makes a MTS successful. There are several elements which contribute to effective system functioning, including interactions across boundaries, information sharing interactions, and the development of team and MTS identification through repeated interactions. I argue that integrating networks and time into the study of MTSs can provide novel insights into each of these areas. To gain such a perspective, I introduce a new paradigm--the relational event framework--which allows me to develop and test hypotheses based on sequences of actions and interactions between members of a multiteam system. In this thesis, I pose four primary research questions: (1) how do communication patterns related to component team boundaries unfold, and what are the implications for team and MTS performance? (2) what aspects of information sharing are associated with effective MTS functioning, and how do successful teams transmit information over time? (3) how do members of a multiteam system dynamically expand or adapt their use of communication channels, and what implications do their decisions have for MTS performance? (4) how does a strong identification with the team and MTS coevolve with the interactions an individual has over time? To answer each of these questions, I developed a theoretical framework based on sequences of relational events and their relationships with outcomes. My research objective is to empirically test each hypothesis and derive insights into MTS functioning. To carry out this analysis, I employed a dataset from a laboratory environment to facilitate the collection of continuous interaction information. In total, I utilized a dataset comprised of 59 experimental sessions, each involving 20 participants organized into a MTS. Communication logs from each session were translated into sequences of relational events, which I then analyzed to test my proposed hypotheses. My findings suggest that temporal patterns of communication within- and between teams have implications for performance which vary at the team and MTS level. Further, I find that successful teams and MTSs are differentiated by their strategies for sharing information and selecting communication channels. Finally, an individual's interactions can significantly shape how they identify with both their team and the system. Taken together, this thesis contributes to the extant literature by examining multiple facets of multiteam system functioning and determining the implications for performance. Furthermore, I advance the use of relational event models for studying group process, and provide extensions to the existing 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.] ED580698 It's about Time: Theorizing the Antecedents and Outcomes of Dynamic Processes in Teams and Multiteam Systems ProQuest LLC Ph.D. Dissertation, Northwestern University 2017-00-00 978-0-3552-9539-9 238 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:10288842 2018 As Provided JAN2020

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No Teacher Characteristics Student Characteristics Accountability Beginning Teachers Comparative Analysis Elementary Secondary Education Reading Achievement Language Arts Mathematics Achievement Ethnicity Racial Differences Enrollment Educational Trends Statistical Inference Statistical Significance Educational Policy Statistical Analysis Moreno, Samson Alexander Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Secondary Education Purpose: Four purposes were present in this journal-ready dissertation. The first purpose was to examine the degree to which the percentage of beginning teachers in traditionally configured elementary, middle, and secondary Texas schools differed as a function of two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics). The second purpose was to determine the extent to which differences were present in student ethnic/racial enrollment as a function of two distinction designations for traditionally configured elementary, middle, and secondary Texas schools. The third purpose was to ascertain whether trends were present in the percentage of beginning teachers and student ethnic/racial enrollment with respect to distinction designations in reading and in mathematics. The final purpose was to determine the degree to which prior trends established by Martinez-Garcia and Slate (2010, 2012a, 2012b), Moreno and Slate (2015), and Lopez and Slate (2014) were commensurate with the 2011-2012 through the 2014-2015 school years that were examined in this study. Method: A non-experimental causal-comparative research design was used in this study. Archival quantitative data were obtained and analyzed from the Texas Academic Performance Reports for the 2012-2013 through the 2015-2016 school years. Only data from traditionally configured public elementary, middle, and high schools were analyzed. Inferential statistical procedures were calculated to determine the degree to which the percentages of beginning teachers and student ethnicity/race enrollment percentages differed between two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics). Findings: Statistically significant differences were present in the percentage of beginning teachers between the two different distinction designations. Higher percentages of beginning teachers were present in schools that did not meet the two distinction designations than in schools that did meet the two distinction designations. With respect to student enrollment percentages by ethnicity/race, higher percentages of Asian students and lower percentages of Black students, Hispanic students, and White students were present at schools that met the two distinction designations. Results from this study were congruent with much of the recent empirical literature. Implications for policy and recommendations for research were 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.] ED579402 Differences in Teacher and Student Characteristics by Accountability Ratings: A Texas Statewide Multiyear Study ProQuest LLC Ed.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7511-7 226 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:10662332 2018 As Provided JAN2020

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Yes Computer Games Educational Games Computer System Design Computer Science Education Programming Teaching Methods Vignettes Case Studies Instructional Innovation Educational Practices College Science Adoption (Ideas) Debabi, Wassila Champagnat, Ronan Reports - Research Speeches/Meeting Papers English Higher Education Serious games seem to be a promising alternative to traditional practices for learning. Recently, their use in computer science education and learning programming became more widespread. Actually, many students in programming courses have difficulties to master all required competencies and skills especially at introductory level and games have the potential to be an important teaching tool for their interactive, engaging and immersive activities. However, the critical point of a serious game remains the relation between the game and its pedagogical content. In fact, a serious game has to deal with two scenarios: the game scenario and the pedagogical scenario. In this paper, we introduce a system that aims to improve algorithmic learning using serious games. We propose a method for managing both game and pedagogical scenarios along with a double adaptation: the first phase that adapts the pedagogical scenario and the second phase that adapts the game scenario. We propose a software architecture that ensures the interaction between the aforementioned two phases. The learning and the game scenarios are planned according to the student's profile, his pedagogical path, his progress in the game and also taking into account the collected traces in the observation phase. [For the complete proceedings, see ED579335.] ED579403 Towards Architecture for Pedagogical and Game Scenarios Adaptation in Serious Games International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 29 As Provided JAN2020

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Yes Research Reports Transfer Students Financial Aid Applicants Demography Academic Achievement Time to Degree Federal Aid Student Participation Institutional Characteristics Grants Enrollment Management Predictor Variables Employment Potential Salary Wage Differentials Higher Education Student Loan Programs Debt (Financial) Regression (Statistics) Fernandez, Chris Fletcher, Carla Reports - Research Texas TG (Texas Guaranteed Student Loan Corporation) English Higher Education In December 2012, the Texas Guaranteed Student Loan Corporation (TG) released a report outlining an unexpected set of conclusions. Citing data from the U.S. Department of Education's Baccalaureate and Beyond (B&B) study, the report found that, among students who earned bachelor's degrees during the 2007-2008 academic year (AY) and borrowed student loans, those who first enrolled at public two-year institutions (community colleges) and then transferred had unexpectedly high levels of cumulative student loan debt relative to students who had first enrolled at the same institution that later granted them a bachelor's degree ("natives"). At public universities, the median transfer student ("transfer") had borrowed only $100 less than the median native student since beginning postsecondary education, while at private, nonprofit universities, the median transfer student borrowed a full $2,000 more. This follow-up report describes the research that was conducted to reach these conclusions. It provides a counterfactual descriptive analysis of demographic and behavioral variables that have a hypothetical connection to borrowing and/or grant awards, followed by a set of regression models. While this counterfactual analysis fails to provide an accurate assessment of relationships between background variables and borrowing, it is included in order to demonstrate the methodological pitfalls of purely descriptive research and the extent to which covariance and institutional factors complicate patterns and require regression analysis. Regression models control for the covariance that prevents deriving clear results from the descriptive analysis while also taking institutional factors into account. Institutional factors are examined further using Integrated Postsecondary Education Data System (IPEDS) data, which suggests that enrollment patterns account for only part of the independent reduction in grant aid associated with transfer. After presenting these analyses, the report summarizes key conclusions and briefly offers suggested implications for students, counselors, and policymakers. ED579953 Transfer Students, Financial Aid, and a New Perspective on Undermatching. Research Report TG (Texas Guaranteed Student Loan Corporation) 2014-03-00 30 TG (Texas Guaranteed Student Loan Corporation). PO Box 83100, Round Rock, TX 78683. Tel: 800-252-9743; Tel: 512-219-5700; Web site: http://www.tgslc.org N/A 2018 19 ERIC JAN2020

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No Anxiety Beliefs Community Colleges Two Year College Students Nontraditional Students Metacognition Questionnaires Student Attitudes Stress Variables Well Being Academic Achievement Stress Management Statistical Analysis Wallentiny, Pamela L. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges The purpose of this study was to assess stress levels in community college students and their beliefs of meditation. Community college students tend to report high levels of stress due to demographic factors, such low economic status, need to work at least part time, and need for remedial classes. Many of these demographic factors are particularly found in students above the age of 24, which are considered nontraditional students. Understanding stress levels and beliefs of meditation among students is necessary to determine if a meditation program such as Transcendental Meditation (TM) may work within a community college setting to reduce stress. The convenience sample consisted of 221 community college students enrolled in English composition courses at one large community college located on the east coast of the United States. The instrument used for data collection was a questionnaire, which included closed- and open-ended questions. Students completed the Perceived Stress Scale (PSS-14) and the Meditation Beliefs Questionnaire, which has two subscales, knowledge and perceptions of meditation. The study utilized descriptive statistics, analysis of variance procedures, and independent samples "t"-tests to determine differences between stress levels and beliefs of meditation, as well as differences in gender and age segment (i.e., traditional vs. nontraditional). While this study found no statistically significant differences among students' beliefs of meditation and stress levels by gender or by age segment, findings showed statistically significant results for students who reported high versus moderate stress levels regarding beliefs of meditation. Specifically, the high stress group had significantly more knowledge than the moderate stress group about the actual benefits of meditation. One practical implication of the research could be to develop an educational program introducing students to TM, which may reduce stress and improve academic performance. Ultimately, such a program may transform the lives of community college students by improving graduation rates and by encouraging lifelong practices that have an impact on students' health and wellbeing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579954 Stress and the Beliefs of Meditation among Community College Students ProQuest LLC Ed.D. Dissertation, Northeastern University 2017-00-00 978-0-3554-1187-4 98 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10633565 2018 As Provided JAN2020

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No High Schools Advisory Committees High School Students Program Descriptions Program Development Qualitative Research Case Studies Mentors Social Support Groups Interviews Focus Groups Observation Teacher Surveys Student Surveys Feedback (Response) Participant Satisfaction Student Development Teacher Student Relationship Caldwell Templeton, Kyra Monet Dissertations/Theses - Doctoral Dissertations Georgia (Atlanta) EISSN- English High Schools High school is a pivotal time in the development of an adolescent (Anfara & Caskey, 2014; Browne, 2014). Because of the varied experiences that high school students endure, in and outside of school, the development of a stable school community is important. Healthy student/adult relationships can be fostered through an effective advisory program; thus cultivating a community of support and mentorship. This qualitative case study explored the inception and evolution of the advisory program at a Metro Atlanta charter high school. As the foundation for the school, the advisory program has been perceived to be critical to its success. Furthermore, it is embedded in the school's genetic makeup. The study explored the history and transformation of homeroom and advisory programs in education. Throughout the investigation, past and current programs were assessed. The site of study was examined, using a logic model program evaluation strategy, in order to provide a basis for the implementation of the program and its impact on students, teachers, and administrators. The state of the program was reviewed; the perspectives and experiences of participants were explored in order to reveal if lasting relationships were developed through the advisory program. Further, through the lens of the Communities of Practice Theory, the study explored if true community was established as a result of the advisory program. In order to assist in the examination of the development and impact of student-teacher relationships, a high school advisory program was investigated. Perspectives and overall feedback regarding the development and maintenance of an advisory community from teachers and students was collected through interviews, focus groups, observations, and a survey for data triangulation. Using an interpretive lens, this qualitative case study revealed that if strong relationships exist as a result of the effective execution of an advisory program, alignment with intent and practice must occur. Through the development of an ideal logic model, the advisory program could be replicated and implemented in all high schools with the goal of offering adult support to adolescents during the critical period of social and emotional development that occurs throughout one's matriculation in high 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.] ED580699 It's All about Relationships: An Exploration of a High School Advisory Program ProQuest LLC D.Phil. Dissertation, Mercer University 2017-00-00 978-0-3554-9330-6 306 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638794 2018 As Provided JAN2020

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No Standardized Tests Testing Educational History Government Role Compliance (Psychology) Political Influences Social Structure Culture Fair Tests Minority Groups Test Use Social Control Social Differences Evaluation Methods Labor Force Shepherd, Keegan J. Dissertations/Theses - Doctoral Dissertations EISSN- English Standardized testing is a defining feature of contemporary American society. It not only governs how people are channeled through their schooling; it amplifies existing social disparities. Nonetheless, standardized testing endures, namely because it has served as a vital tool for the post-1945 American state. The postwar state prioritized, on the one hand, the cultivation of intellects resilient enough to sustain American geopolitical supremacy through scientific discovery and technological innovation and, on the other hand, the maintenance of an obedient population that would not disrupt existing social hierarchies. Standardized testing helped the postwar state solve this mind-body dilemma. As a function for social order, standardized testing provided the means for governing bodies to make sense of their citizens--particularly to gauge the skills, knowledge, and ability youth could eventually bring into a labor force. Standardized testing thus makes it clear not just who the so-called best and brightest are, but how well a population of students has adjusted to a set of educational norms the state has deemed necessary for future social success. Standardized testing is thus a way to monitor and enforce educational compliance with projected state and social needs. This dissertation examines how standardized testing became a vital instrument for the postwar state--and, in turn, how this state dependence on standardized testing fueled several larger postwar political cultures. This dissertation also focuses on the tension between the ways the state made sense of its citizens and the ways citizens made sense of society through standardized tests. Standardized testing acted as a massive social sorter in postwar America, but with time, many groups of Americans began to question the wisdom of educational reliance on standardized testing, as well as challenge the foundational assumptions about what testing actually measured. African-Americans, women, and working-class Americans pursued legal, legislative, and academic methods to push back against unjust standardized testing practices. This resistance also often provoked responses from those who had great stakes--whether socioeconomic or corporate--in maintaining the use and meaning of standardized tests. Politicians, parents, consumer advocates, academics, educational reformers, feminists, civil rights activists, entrepreneurs, and white supremacists all interpreted standardized testing scores and trends for larger political ends, often using similar information as their opponents to stake far different positions about race, gender, class, and merit. Yet, as more Americans questioned the legitimacy of standardized testing, they often reinforced standardized testing data's use as a rhetorical tool, ultimately entrenching testing data as a way to make sense of society, even as more and more Americans find testing regimes purposeless. This dissertation shows that, by the beginning of the twenty-first century, standardized testing data had become a potent tool for contending who mattered and who did not for America's future. Because debates about standardized testing's social utility often hinged on the meaning of test data--whether it reflected objective truths about the natural distribution of mental aptitudes or, instead, exposed the biases psychologists built into their devices as well as the prejudicial baggage that informed laypeople's interpretation of statistical information--standardized testing itself continues to have value as a political weapon. Whether or not one has a specific policy proposal for the future use of standardized testing, its rhetorical function as a symbol for what is wrong with America will continue to fuel numerous, often oppositional, debates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580700 Measuring Up: Standardized Testing and the Making of Postwar American Identities, 1940-2001 ProQuest LLC Ph.D. Dissertation, University of South Florida 2017-00-00 978-0-3554-8216-4 307 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638805 2018 As Provided JAN2020

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Yes Adult Education Teacher Qualifications Credentials Community Colleges State Legislation Educational Legislation Teaching Experience Teacher Evaluation Reports - Descriptive California California Commission on Teacher Credentialing Academic Senate for California Community Colleges English Adult Education Since the early 1970s adult education in California has been offered by both the community colleges and K-12 school organizations. These two sectors of the California education system have distinctly different requirements for the educators who deliver classroom instruction in adult education courses. Statewide, instructors of adult education at K-12 school organizations are required to hold the appropriate credential issued by the Commission on Teacher Credentialing (CTC). Within the California community college system, a teaching credential issued by the CTC is not a requirement; in most cases, instructor requirements are based on academic degrees. A report issued by California's Legislative Analyst's Office in 2012 raised concerns about the state's dual delivery model for adult education. Included in these concerns was the issue that the differences in requirements for instructors of adult education create a barrier for individuals interested in teaching adult education courses offered at both community colleges and K-12 school organizations. Following on this concern, Senate Bill 173 was introduced and subsequently signed by the Governor in 2014. Included in the language of the bill was a request for the Commission on Teacher Credentialing (CTC) to work with the Academic Senate for California Community Colleges (ASCCC) to identify the possibility for reciprocity standards for instructors of adult education courses. This report discusses the outcomes of the work accomplished by the CTC and ASCCC. Two possible modifications in the credential requirements and preparation of the CTC's Designated Subjects Adult Education teaching credential are presented along with next steps for CTC staff to engage the adult education community at K-12 school organizations. ED579185 Requirements for California Instructors of Adult Education. A Joint Report to the Legislature as Required by SB 173 (Chap. 545, Stats. 2014) California Commission on Teacher Credentialing 2016-06-00 23 California Commission on Teacher Credentialing. 1900 Capitol Avenue, Sacramento, CA 95811. Web site: https://www.ctc.ca.gov N/A 2018 0 ERIC JAN2020

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Yes Undergraduate Students Personality Traits Self Esteem Predictor Variables Correlation Self Concept Measures Foreign Countries Prosocial Behavior Multiple Regression Analysis Statistical Analysis Yalcin, S. Barbaros Kavakli, Mehmet Kesici, Sahin Journal Articles Reports - Research Turkey Rosenberg Self Esteem Scale ISSN-2222-1735 English Higher Education Purpose: The purpose of this study is to determine whether or not the undergraduates' personality traits and self-esteem predict their forgiveness. Methods: The study was conducted using a descriptive research designed as a relational survey method. The study group consists of 323 undergraduates, of whom 250 (77.2 %) are female and 73 (22.5%) are male. The Adjective Based Personality Scale (ABPT), developed by Bacanli, Ilhan and Arslan (2009), "Rosenberg Self-Esteem Scale", developed by Rosenberg (1965) and adapted to Turkish by Çuhadaroglu (1986), and "Heartland Forgiveness Scale", developed by Thompson, Snyder and Hoffman (2005) and adapted to Turkish by Bugay and Demir (2010), were used for data collection procedure. Results: The results indicate that the undergraduates' five-factor personality traits and self-esteem are correlated with their forgiveness levels. In addition, the undergraduates' personality traits of openness, neuroticism and extraversion predict their forgiveness levels. ED579186 The Predictive Power of Undergraduates' Personality Traits and Self-Esteem Regarding Their Forgiveness Online Submission Journal of Education and Practice v8 n18 p13-20 2017 2017-00-00 8 N/A 2018 39 As Provided JAN2020

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Yes Semantics Models Cognitive Style Electronic Learning Learning Processes Individualized Instruction Instructional Materials Instructional Design Information Science Educational Technology Internet Questionnaires Alhasan, Khawla Chen, Liming Chen, Feng Speeches/Meeting Papers Reports - Descriptive English Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning technology is still lacking the ability to achieve the best personalised learning path for each learner resulting in performance dissatisfaction. Recent research indicates that each learner has a unique way of learning that leads to different preferences in the selection of the learning resources. Thus, the learning material must be tailored for the individual learners in order to meet their own personal needs. In this paper, we present a novel approach for designing a model for an adaptive e-learning course and learning styles based on ontology and semantic web technologies. In this approach, we build an adaptive student profile through analysing the pattern of the learner's behaviour while using the e-learning course in accordance to the Felder-Silverman learning style model (FSLSM). [For the complete proceedings, see ED579335.] ED579404 Semantic Modelling for Learning Styles and Learning Material in an E-Learning Environment International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 9 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 27 As Provided JAN2020

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No Student Attitudes Online Courses Electronic Learning Mathematics Instruction Computer Software Community Colleges Two Year College Students Mixed Methods Research Comparative Analysis Interviews Smith, Rachel Naomi Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges The purpose of this mixed methods research study was two-fold. First, I compared the findings of the success rates of online mathematics students with the perceived effects of classroom capture software in hopes to find convergence. Second, I used multiple methods in different phases of the study to expand the breadth and range of the effects of using classroom capture software in the online environment. I conducted this study using Collins, Onwuegbuzie, and Sutton's (2006) 13-step methodological framework for mixed methods research. In the quantitative research phase, I analyzed the grades of 1,476 students in 79 online mathematics classes during the 2012-2013 academic year. In the qualitative research phase, I conducted interviews with 6 instructors and 10 students. The analysis in the quantitative research phase reveled a statistically significant difference between the mean scores of overall numeric course grades between the students who were enrolled in an instructor's class where the instructor used classroom capture software (CCS) and students who were enrolled in an instructor's class where the instructor did not use CCS. In the qualitative research phase, the students' perceptions were similar to instructor perceptions in that both sets of participants found only positive value in using CCS in the online mathematics courses. Six themes emerged from the 10 interviews conducted with student participants concerning their perceptions of classroom capture software on their performance in their online mathematics course: inclusiveness, flexibility, future outlook, guidance, elimination of isolation, and challenges. Five themes emerged from the 6 interviews conducted with instructor participants concerning their perceptions of classroom capture software on their students' performance in their online mathematics course: benefits to students, challenges, benefits to instructors, online teaching, and future students. It was hoped that findings from this study would help administrators of community college systems to decide whether to invest both time and money in order to incorporate classroom capture software in online mathematics courses. Additionally, it was hoped that findings would strengthen the knowledge base of the effectiveness of classroom capture software in online mathematics 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.] ED579405 Perceptions and Effects of Classroom Capture Software on Course Performance among Selected Online Community College Mathematics Students ProQuest LLC Ed.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7515-5 450 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10662336 2018 As Provided JAN2020

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No Lay People Clergy Interdisciplinary Approach Evidence Based Practice Social Services Case Studies Professional Development Health Services Qualitative Research Role Interviews Leadership Health Facilities Reflection Residential Institutions Lipowski, Paul M. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study was to examine the role critical reflection should play in preparing Lay leaders to serve as mission leaders in an interdisciplinary ministry. The aim of this study was to design an evidence-based case of the need for critical reflection as a tool for mission leader formation. A qualitative case study was the method in which data was collected and a case study was used because it provided a broad, all-inclusive description and analysis of the experiences of mission leaders. The case study was focused on mission leaders from senior living and healthcare, education, and social service ministries and focused on how mission leaders value critical reflection as part of their mission leader formation/development. The overarching research question that informed this study was "What role should critical reflection play in preparing lay leaders for the role of a mission leader in interdisciplinary ministry?" Through the analysis and synthesis of the interviews the question was answered. Critical reflection should play a critical role, and should continue to play a critical role in the formation of mission leaders so that they are more confident and better prepared for the task of leading a critical reflection exercise. This dissertation in practice has helped in showing what is needed from a mission leader when they are not fully prepared, academically or professionally for the position and do take on the role later in life or as a second career. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579955 A Case for Critical Reflection for Mission Leader Formation in Interdisciplinary Ministry ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3947-8 168 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:10624615 2018 As Provided JAN2020

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No African Americans Females Success Phenomenology Qualitative Research Semi Structured Interviews Experience Self Concept Feminism Social Theories Educational Attainment Interpersonal Relationship Disadvantaged Stereotypes Racial Bias Trauma Poverty One Parent Family Parent Influence White, Ebony E. Dissertations/Theses - Doctoral Dissertations EISSN- English Success in the US has been defined in White American terms (Katz 1985; Mangino, 2014), which may not reflect the values of African American women. The goal of this study was to provide practitioners (e.g., counselors, educators, researchers) with a perspective of African American women from their standpoint. African American women who were raised by female heads of households in under-resourced communities were given the opportunity to name, define, and describe their own successes. Using a phenomenological qualitative interview method of inquiry, a semi-structured interview was used to gain a more in-depth understanding of participants' lived experiences and how they have been able to experience success in their lives. This qualitative phenomenological dissertation was framed using Feminist Standpoint Theory (FST) (Harding, 2006; Hill Collins, 1997) and Blackness Theory (Cross & Strauss, 1998). A total of 13 participants were interviewed for this study. Findings suggested that although some White American measures of success (e.g., educational attainment) resonated with participants, success was largely framed in the context of relationships. Participants not only identified maintaining healthy relationships as leading to success but also attributed their successes to their relationships. Furthermore, context (i.e., shared group experience, impact of oppression) should be addressed to clearly understand that success for African American women also involves overcoming unique obstacles (e.g., social stereotypes, trauma, poverty). The following questions guided this study: (1) How do African American women who were raised in under-resourced communities by female heads of households describe successes in their own lives? (2) To what do African American women raised in under-resourced communities by female heads of households attribute their success? Implications for parents, community members, counselors, counselor educators, and researchers 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.] ED579956 Exceptional but Not an Exception: Understanding How African American Women Make Their Way ProQuest LLC Ph.D. Dissertation, Montclair State University 2017-00-00 978-0-3552-4666-7 176 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:10633567 2018 As Provided JAN2020

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No Grade 6 Grade 7 Grade 8 Middle School Students Comparative Analysis Nontraditional Education Statistical Analysis Ethnicity Race Economic Status Student Characteristics Lopez, Edward L. Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Grade 6 Purpose: The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were addressed. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (i.e., Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were determined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this multiyear analysis permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students. Method: A causal comparative research design was employed in this quantitative investigation in which four years of Texas statewide data were analyzed. All of the independent variables and the dependent variables had already occurred, thus precluding the possibility of controlling for any extraneous variables. Findings: Results were remarkably consistent across all four school years and across all three grade levels. In each of the school years, Black boys and Black girls were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their Hispanic, White, or Asian peers. Hispanic boys and Hispanic girls also received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their White and Asian peers. Regardless of ethnicity/race, students who were Extremely Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor or who were Moderately Poor. The results of these studies were congruent with the existing literature regarding the presence of inequities in the assignment of Disciplinary Alternative Education Program 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.] ED579406 Inequities in Disciplinary Alternative Education Program Placements by Ethnicity/Race and Economic Status for Texas Middle School Students: A Multiyear, Statewide Investigation ProQuest LLC Ed.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7567-4 192 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:10662388 2018 As Provided JAN2020

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No Case Studies Secondary School Students Transfer of Training Interdisciplinary Approach Undergraduate Students Educational Experience Qualitative Research Questionnaires Focus Groups Interviews Student Projects Active Learning Mentors Problem Solving High School Seniors Student Attitudes Curriculum Diaries Research Papers (Students) Personal Autonomy Portfolios (Background Materials) Self Efficacy Decision Making Yasuda, Vanessa Applbaum Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education This descriptive and interpretive case study investigates how 12 undergraduate college students perceived participation in their high school Senior Capstone Project (SCP) impacted their college academic experience. Learning transfer was explored from the learner's perspective. Data was collected using qualitative methods in three sequential phases in the spring and summer of 2016. Triangulated data sources include: online questionnaires, focus groups, artifacts, artifact-based interviews, participant reflective journals, and final interviews. For this study, SCP is defined as a culminating project based learning (PjBL) experience students elect to take part in their senior year of high school. Participation in the SCP encompasses experiential techniques of self-direction, authentic problem solving, mentor collaboration, and reflection to complete a research paper, fieldwork, a portfolio, and a presentation. Data analysis produced four key themes: (1) acquisition of skills, abilities, and dispositions took place following two dynamic relationships: concurrently with interdisciplinary content and simultaneously while learning and using, (2) participants described how their SCP acquired content knowledge, skills, abilities, and dispositions were later applied in the far transfer setting of college, (3) examination of three embedded case studies surfaced career and college preparation connections, and (4) participants perceived self-efficacy resulting from their SCP experience provided confidence for their college work. Throughout all four themes learning transfer was found to cross boundaries and contexts, from the acquisition setting of the high school SCP to the far transfer setting of the college academic experience. Participation in the high school SCP was found to positively impact students later in college. This study added to the available literature on the SCP, PjBL and learning transfer. The evidence of the positive impact of PjBL activities provided by the voices of the participants of this research should be considered when decisions are made regarding allocating limited classroom 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.] ED579407 Secondary School Senior Capstone Projects: A Descriptive and Interpretive Case Study on Post-Secondary Students' Perspectives of Learning Transfer ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6531-6 231 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:10656665 2018 As Provided JAN2020

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Yes College Students Schemata (Cognition) Measures (Individuals) Foreign Countries Metacognition Prediction Student Attitudes Standards Parent Attitudes Negative Attitudes Parent Child Relationship Psychological Needs Prevention Statistical Analysis Yalcin, S.Barbaros Kavakli, Mehmet Kesici, Sahin Ak, Mehmet Reports - Research Journal Articles Turkey ISSN-2222-1735 English Higher Education Purpose: The aim of this study is to determine whether university students' early maladaptive schemas predict their mindfulness levels or not. Methods: The study was carried out in the relational screening model. The study group consisted of 293 university students; 237 (80,9%) females and 56 (19,1%) males. "Mindful Attention Awareness Scale (MAAS)", developed by Brown and Ryan (2003) and adapted into Turkish by Özyesil, Arslan, Kesici and Deniz (2011), and "Young Schema Scale-Short Form 3" developed by Young et al. (2003) and adapted into Turkish by Soygüt, Karaosmanoglu and Çakir (2009) were used to gather the data for the study. Results: According to the results obtained from the study, it was found out that there is a significantly negative relation between the mindfulness and the schemas, except for the punitiveness and unrelenting standards. However, defectiveness and pessimism schemas were found to be the predictors of university students' mindfulness levels. Preventing early maladaptive schemas from being triggered off is necessary in order to increase the mindfulness levels of the students. Parents need to avoid negative parent attitudes that trigger off the existence of early maladaptive schemas for the sake of this preventive study. The parents need to meet their children's needs within realistic limits. Especially psychological needs need to be met moderately. The needs need to be met within realistic limits regularly and in a balanced way. ED579187 University Students' Early Maladaptive Schemas' Prediction of Their Mindfulness Levels Online Submission Journal of Education and Practice v8 n20 p174-181 2017 2017-00-00 8 N/A 2018 37 As Provided JAN2020

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Yes Cohort Analysis Graduation Rate Annual Reports Educational Legislation Outreach Programs School Effectiveness Faculty Development School Statistics Audits (Verification) Program Validation Improvement Programs Change Strategies Elementary Secondary Education Dropout Rate Reports - Descriptive Oregon Oregon Department of Education English Elementary Secondary Education In a budget note in HB 5016 (2015), the Oregon Legislature directed the Oregon Department of Education (ODE) to report back to the Legislature prior to March 1, 2016 on its efforts to provide direction, and if necessary, training to staff from school districts and education service districts for reporting graduation data. This note also asked Department to initiate direct contact with school districts that report a graduation rate below the state average to verify the accuracy of the data before it is released publicly. This report provides details on ODE's ongoing training efforts, as well as its outreach to school districts with low graduation rates. ED579188 Cohort Graduation Rate: Training & Validation Legislative Report, 2016 Oregon Department of Education 2016-00-00 18 Oregon Department of Education. 255 Capitol Street NE, Salem, OR 97310-0203. Tel: 503-947-5600; Fax: 503-378-5156; Web site: http://www.ode.state.or.us N/A 2018 0 ERIC JAN2020

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Yes Periodicals Conferences (Gatherings) Publishing Industry Credibility Access to Information Literature Reviews Eaton, Sarah Elaine Guides - Non-Classroom Reports - Research Information Analyses EISSN- English Purpose: The goal of this guide is to provide a clear overview of the topics of predatory journals and questionable conferences and advice on how to avoid them. This guide intentionally adopts a plain language approach to ensure it is accessible to readers with a variety English language proficiency levels. Methods: Electronic searches were conducted manually using Google and Google Scholar, along with a search of the University of Calgary library research databases. Search terms included "predatory journals", "predatory publisher", "predatory conference", "questionable conference" and "vanity conference". Three primary types of sources informed this report: (1) scholarly peer-reviewed articles; (2) reputable popular media such as established newspapers; and (3) grey literature such as blogs written by experts and scholars. Findings: Plain-language overviews of predatory publications and questionable conferences are provided to help researchers understand what these are and how to avoid them. A discussion of how to figure out where an aspiring author should publish their work is included, as well as a checklist for determining if a conference is worth the prospective presenter's time and resources. Implications: There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way. Additional materials: Contains 66 references and 2 tables. ED579189 Avoiding Predatory Journals and Questionable Conferences: A Resource Guide Online Submission 2018-00-00 30 N/A 2018 66 As Provided JAN2020

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Yes Academic Achievement Academic Standards Accountability Achievement Gap Administrator Effectiveness Alignment (Education) Budgets Career Readiness Charter Schools College Readiness Core Curriculum Data Educational Assessment Educational Change Educational Improvement Elementary Secondary Education Federal Legislation Federal Aid Educational Legislation Federal Programs Formative Evaluation Grants Higher Education Language Arts Leadership Effectiveness Literacy Low Achievement Mathematics Achievement Measurement Objectives Models Outcomes of Education Partnerships in Education Poverty Principals Professional Development Program Effectiveness Program Implementation School Districts School Effectiveness School Turnaround State Government State Standards STEM Education Teacher Effectiveness Teacher Evaluation Student Characteristics National Competency Tests Reports - Descriptive Numerical/Quantitative Data Georgia American Recovery and Reinvestment Act 2009 Elementary and Secondary Education Act Race to the Top National Assessment of Educational Progress Department of Education (ED) English Elementary Secondary Education The State-Specific Summary report serves as an assessment of Georgia's annual Race to the Top implementation. This year 3 report for Phase 1 and 2 grantees in Georgia highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. Among Georgia's year three accomplishments, Georgia launched the Innovation in Teaching Competition, a new initiative under its Innovation Fund, for educators who use innovative and effective strategies in teaching Common Core Georgia Performance Standards (CCGPS) English Learning Arts (ELA) and mathematics. In SY 2012-2013, the State piloted and rolled out an Assessment Literacy Professional Learning Unit (PLU), "Georgia Formative Instructional Practices: The Keys to Student Success," with 400 teachers in several local education agencies (LEAs) across the State. Georgia Department of Education (GaDOE) also continued to roll out its Instructional Improvement System (IIS) and Instructional Improvement Reports (IIRs). Georgia launched the Teacher Resource Link (TRL) to allow teachers to quickly find and access CCGPS resources. The State provided all LEAs with a variety of new STEM resources, including Fast Forward, a new original series of video shorts from Georgia Public Broadcasting. Finally, the State revised its State- and LEA-level monitoring and oversight procedures to focus on the quality of implementation and overall performance towards Race to the Top goals, in addition to progress against the State's approved plan. Georgia continued to experience significant challenges related to implementation of its teacher and leader evaluation systems in Year 3 of its Race to the Top grant. Other challenges Georgia experienced in this year three include Georgia's struggle to provide sufficient support to LEA's across the state as they implemented the new educator system. Georgia indicated that it no longer plans to implement the performance-based compensation system described in its approved application within the grant period, therefore the Department initiated procedures to withhold Race to the Top funds associated with implementation of performance-based compensation. On July 22, 2013, Georgia announced that it was withdrawing from the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment consortium. Georgia reports that due to budget shortfalls across the State, Teach for America (TFA) and The New Teacher Project (TNTP) were not able to place as many teachers as planned. Among plans looking ahead, toward Year 4, Georgia plans to scale up its support of LEAs through its new Education Research and Evaluation Specialists (ERES), who provide oversight and targeted technical assistance to participating LEAs on Race to the Top implementation. The State will complete development of its P-20 longitudinal data system and will continue adding additional features to its IIS and IIRs. Georgia must build capacity in the State and LEAs in order to implement and use its educator evaluation system. With the passage of HB 244 in March 2013 that requires the evaluation system to be implemented statewide in SY 2014-2015, the State must scale up its tools, resources, and professional development in order to support nearly all LEAs in the State. GaDOE reports that it will hire over 30 new personnel to work on the ground with LEAs to ensure they have sufficient support and training to implement the educator evaluation system with fidelity. A Glossary is provided. [For "Race to the Top. Georgia Report. Year 2: School Year 2011-2012. [State-Specific Summary Report]," see ED539236 ] ED580316 Race to the Top. Georgia Report. Year 3: School Year 2012-2013. [State-Specific Summary Report] US Department of Education 2014-03-19 24 US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site: http://www.edpubs.gov N/A 2018 0 ERIC JAN2020

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Yes Writing Research Educational Research Research Needs Secondary Education Middle School Students High School Students English Language Learners Disabilities Persuasive Discourse Writing (Composition) Writing Evaluation Feedback (Response) Writing Difficulties Writing Instruction Computer Assisted Testing Content Area Writing Learner Engagement Speeches/Meeting Papers Reports - Descriptive National Center for Education Research (ED) National Center for Special Education Research (ED) English Secondary Education In September, 2016, the National Center for Special Education Research (NCSER) and the National Center for Education Research (NCER) of the Institute of Education Sciences (IES) convened a group of experts to discuss and provide input on research needs in the area of middle and high school writing for students, including English learners (ELs) and those with or at risk for disabilities. The discussion focused on four topic areas: (1) argumentative writing, (2) support for struggling writers, (3) engaging adolescents in writing, and (4) assessment and feedback. Each session consisted of a brief review of the topic and introductory questions, presenter remarks, and general discussion. The meeting concluded with each expert identifying the most critical research need from his or her viewpoint. This report summarizes the key points and themes that emerged from the presenters' remarks and discussion. ED580317 Future Directions for Writing Research at the Secondary Level. Technical Working Group Meeting. Meeting Summary (September 12, 2016) Institute of Education Sciences 2017-01-00 14 Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ T 2018 0 As Provided JAN2020 Yes https://ies.ed.gov/ncer/whatsnew/techworkinggroup/

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No Mathematics Instruction Mathematics Teachers Educational Change Elementary School Teachers Teaching Experience Faculty Development Beginning Teachers Communities of Practice Semi Structured Interviews Professional Identity Teacher Characteristics Elementary School Mathematics Observation Personal Narratives Questionnaires Sun, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Reform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of mathematics professional development is even more pressing. Prior research on teacher learning in the context of professional development has focused on how different teacher characteristics influence teacher learning, such as teaching experience, content knowledge, beliefs, and attitudes. Few studies have considered the role of mathematics teacher identity in relation to teacher learning and participation in professional development. In this dissertation, I explored the relationship between teachers' mathematics teacher identity and their experiences and participation within professional learning communities. Specifically, this study examined the construct of mathematics teacher identity in relation to teacher tensions and negotiations of tensions as they participated in mathematics professional development. Additionally, this study drew on the experiences of two novice teachers as they transitioned into new professional learning communities with respect to their mathematics teacher identities. Data were drawn from semi-structured interviews, observations of professional learning community meetings, and teacher questionnaires collected over the course of one academic school year. Findings from this study highlight the importance of attending to mathematics teacher identity in relation to teacher learning in professional development. Specifically, mathematics teacher identity was found to play a role in the ways teachers learned, participated, and were positioned by others in their professional learning communities. In light of these findings, I propose the need for teacher educators and professional development programs to recognize the lived experiences and personal narratives that inform the mathematics teacher identity as well as to factor in how community shapes identity and teacher development when designing professional development 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.] ED579957 Mathematics Teacher Identity in the Context of Mathematics Reform: Elementary Teacher Experiences ProQuest LLC Ph.D. Dissertation, University of California, Irvine 2017-00-00 978-0-3554-1368-7 172 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:10633689 2018 As Provided JAN2020

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No Elementary School Teachers Self Efficacy Spelling Instruction Teaching Methods Knowledge Base for Teaching Qualitative Research Teacher Attitudes Teaching Experience Semi Structured Interviews Guidelines Mastery Learning Physiology Fernandes, Brian E. Dissertations/Theses - Doctoral Dissertations Rhode Island EISSN- English Elementary Education A great deal of research has been conducted regarding spelling instruction at the early childhood and lower elementary levels, but not at the upper elementary level. This qualitative study explored the perceptions and experiences of upper elementary teachers to gain a better understanding of how they instruct spelling and their related self-efficacy (Bandura, 1977). One question guided this study: What are upper elementary teachers' experiences with spelling instruction? The researcher derived information from a series of three one-on-one semistructured interviews with eight upper elementary teachers in a Rhode Island upper elementary school. Bandura's (1977, 1997) self-efficacy theory served as the theoretical framework. This model explained that teachers' self-efficacy regarding spelling instruction was in part due to the lack of mastery experiences, vicarious experiences, verbal persuasion, and physiological states. This study also revealed that self-efficacy is not the only component that impacts teachers' spelling instruction; teacher knowledge also plays a 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.] ED579958 Upper Elementary Teachers' Self-Efficacy and Spelling Instruction: A Qualitative Study ProQuest LLC Ed.D. Dissertation, Northeastern University 2017-00-00 978-0-3554-1188-1 107 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:10633707 2018 As Provided JAN2020

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No Information Literacy Data Reading Teachers Knowledge Level Information Utilization Reading Instruction Evidence Based Practice Decision Making Reading Tests Test Construction Teacher Surveys Language Arts Elementary Secondary Education Readiness Demography Knowledge Base for Teaching Test Reliability Test Validity Factor Analysis Item Response Theory Correlation Test Items Teacher Certification Masters Degrees Scores Statistical Significance Teaching Experience Beachy, Rachel Rayburn Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of "data literacy" as a knowledge base necessary to the successful education of students in today's classrooms. Study 1 documents the development and validation of a new survey instrument, the "Perceptions, Knowledge, and Interpretation of Reading Assessment" (PKIRA) survey, to assess the perceptions and knowledge of current educators of reading/language arts in grades PK-12. The final version of the PKIRA consists of five sections and/or subscales; (1) demographics, participants' general experience and perceived instructional preparedness section; (2) teacher perception of reading assessment and instruction subscale; (3) teacher reading assessment knowledge and data literacy subscale; (4) teacher knowledge of language structure subscale; and (5) the teacher ability to use data to drive instruction open ended response section. The reliability and validity of this new instrument were analyzed using exploratory factor analysis, item response theory and inter-item correlations. Results indicate the PKIRA is a reliable and valid instrument to measure the knowledge and perceptions of inservice reading teachers. The purpose of Study 2 was to collect data on the knowledge and perceptions from a unique group of inservice reading educators to further validate the PKIRA and determine which aspects of teacher training or experience were associated with reading content knowledge, reading assessment knowledge and data literacy knowledge. Cronbach's alpha, confirmatory factor analysis, item response theory, and ANOVA were used to analyze the data collected. Results provide further support for instrument validation. Results also indicate participants' certification and master's degree status have no statistically significant differences on their mean knowledge score. However, differences in mean knowledge score were found to be associated with teachers' total years teaching and more strongly with, their total years teaching reading. The value of these studies lies in the creation and validation of a reliable new survey instrument that can be used to support the growth and development of data literacy in current educators nationwide. As the PKIRA can provide extensive data on teacher knowledge and perceptions of reading and reading assessment, those who prepare or supervise educators could use the tool to better differentiate and align their instruction to the ever changing needs of the classroom teachers of today. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579408 Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction ProQuest LLC Ph.D. Dissertation, Texas A&M University 2017-00-00 978-0-3552-7607-7 178 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:10662416 2018 As Provided JAN2020

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No Interdisciplinary Approach Medical Research Medicine Bibliometrics Research Methodology Case Studies Innovation Qualitative Research Coding Correlation Predictor Variables Models Accuracy Young, Jonathan Dissertations/Theses - Doctoral Dissertations EISSN- English Translational research (TR) is the process of bringing innovations from basic science into applied science, usually referring to the practice of medicine. It has been assumed that cross-disciplinary collaboration, or interdisciplinarity research (IDR), is essential to translation. Yet there is a gap in the literature regarding the interaction between interdisciplinarity and translation. If interdisciplinarity is highly correlated with translational research, this relationship would open up the possibility of using bibliometric techniques to help evaluate and target TR research. This dissertation uses a bibliometric case study approach to explore the progression of three innovations through the published literature, in order to better understand the role of interdisciplinarity in translation and study the application of bibliometric methods to TR. The translational importance of the literature of these cases was determined by qualitative coding in collaboration with a physician consultant, while interdisciplinarity was operationalized by both a variety of bibliometric IDR indicators as well as through qualitative coding. The results show that there is a weak correlation between interdisciplinary indicators and translational research, with a random forest prediction model able to correctly identify translational records with 69% accuracy using these indicators. The progression of records in the cases did not fit the theoretical linear model of translation, and better supports a balanced circular model. Multidisciplinary research is observed in some cases, but interdisciplinary work is rare. Interdisciplinary research did not appear to be a necessary or sufficient component of translation. The bibliometric diversity indicators of Integration and Diffusion are shown to be useful in identifying this distribution of information in practice. The use of subject categories to study translational research is found to be useful, but several caveats are noted, including the overlap of translational research areas within overly broad subjects. It is hoped that the results from this study will enable TR policymakers to fund research with more confidence, promote the kinds of cross-disciplinary information flows that are most likely to benefit translation, and better evaluate the performance of such research using appropriate bibliometric methods. Ultimately, this understanding will improve TR and aid in its major goal of improving the health of 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.] ED579409 Interdisciplinarity in Translational Medicine: A Bibliometric Case Study ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6533-0 181 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:10656668 2018 As Provided JAN2020

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Yes Educational Environment Educational Improvement Educational Strategies Program Implementation Educational Planning Strategic Planning Stakeholders Data Collection Intervention Progress Monitoring Information Dissemination Surveys Resources Program Evaluation Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. In addition, environments that have strong school climates foster the social, emotional, and academic well-being of all students. Research shows that when schools and districts effectively focus on improving school climate, students are more likely to engage in the curriculum, achieve academically, and develop positive relationships; students are less likely to exhibit problem behaviors; and teacher turnover is lower and teacher satisfaction is higher. This "Quick Guide" provides district and school leaders, teachers, school staff, and other members of the school community with information about how to initiate, implement, and sustain school climate improvements. This "Quick Guide" can be used in combination with the other tools and resources available within the School Climate Improvement Resource Package (Resource Package), including self-assessments to identify which resources would be most helpful to you as well as pointers on how to approach school climate improvements. Educators can create a positive school climate through a coordinated, purposeful effort. Districts and schools that effectively improve school climate typically engage in five sets of activities. Figure 1 in this guide lists the five activity sets. This "Quick Guide" provides strategies on how to effectively implement these sets of activities. It also advises on how to implement the strategies well and what to avoid. [For the complete resource package, "Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017," see ED578926.] ED580916 Quick Guide on Making School Climate Improvements. School Climate Improvement Resource Package National Center on Safe Supportive Learning Environments 2016-03-00 Department of Education (ED) Practitioners 27 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 0 ERIC JAN2020 EDESE12O0035

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Yes Discipline Minority Group Students Disabilities Homosexuality Sexual Orientation Sexual Identity Disproportionate Representation Suspension Expulsion At Risk Students Juvenile Justice Delinquency Intervention Teamwork Consciousness Raising Discipline Policy Data Collection Data Analysis Cultural Differences Planning Osher, D. Fisher, D. Amos, L. Katz, J. Dwyer, K. Duffey, T. Colombi, G. D. Reports - Descriptive Guides - Non-Classroom ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Discriminatory discipline practices in the nation's schools disproportionately impact students of color; students with emotional, behavioral, and cognitive disabilities; and youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ). Large numbers of these students are removed from class, lose opportunities to learn, and are suspended or expelled from school because of exclusionary discipline practices. The impact on students, families, schools, and the community is serious and the cost is high. Students become alienated from school and their teachers, and they are placed at risk of educational, economic, and social problems. Often these youth also have disproportionate rates of contact with the juvenile justice system, particularly when being arrested at school or referred to court from school. This initial contact can lead to deeper involvement in the juvenile and criminal justice systems and reduce the likelihood that these youth will return to school or graduate. This document provides a guide to assist schools and districts in identifying and analyzing the root causes of disparities and then in developing an implementable action plan to address more than symptoms of disparities in a strategic and sustainable manner. This report provides a three-stage method to accomplish this task. ED580917 Addressing the Root Causes of Disparities in School Discipline: An Educator's Action Planning Guide National Center on Safe Supportive Learning Environments 2015-07-00 Department of Education (ED) Practitioners Administrators Policymakers 75 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 57 ERIC JAN2020 EDESE12O0035

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Yes High School Students Student Attitudes Political Attitudes Political Socialization Stress Variables Anxiety Well Being Current Events Presidents Political Influences Peer Relationship Educational Environment Politics of Education Teacher Surveys Political Issues Interviews Antisocial Behavior Aggression School Culture Student Behavior Racial Bias Language Usage Negative Attitudes Controversial Issues (Course Content) Elections Politics Information Sources Credibility Rogers, John Franke, Megan Yun, Jung-Eun Ellie Ishimoto, Michael Diera, Claudia Geller, Rebecca Cooper Berryman, Anthony Brenes, Tizoc Reports - Research Tests/Questionnaires UCLA, Institute for Democracy, Education and Access (IDEA) English High Schools This report examines whether the substance and tone of national political discourse during the first four months of the Trump administration affected U.S. public high school students. Throughout his campaign and in his presidency to date, Donald Trump has addressed a number of "hot-button" topics that call into question the status or rights of many different groups in American society. The charged political rhetoric surrounding these and other issues often has been polarizing and contentious. Many would agree that, since Donald Trump has moved into the White House, national political discourse has become a more potent force in shaping the consciousness and everyday experiences of Americans. It is important to ask if this new political environment has impacted high school students. The authors consider the following questions: (1) Have national political debates on topics such as immigration enforcement increased students' stress and heightened students' concerns about their well-being or the well-being of their families?; (2) Have combative political dynamics at the national level contributed to incivility between students in schools and classrooms?; (3) In what ways is student learning affected by heightened stress or incivility?; and (4) Do the impacts of the national political environment on student experiences differ depending on the demographics of the high schools they attend? To answer these questions, UCLA's Institute for Democracy, Education, and Access conducted a survey in May 2017 on changes in school climate, and therefore on teaching and learning, during the first months of the Trump administration. The 1535 teachers who responded to the survey teach in schools that are representative of public high schools in the United States in terms of student demographics and geographic location. The 10-15 minute survey asked multiple choice questions about student experiences during the period from January to May 2017. The survey included an optional open-ended question for teachers to write about their thoughts regarding how their "classroom and school climate has changed this past year as a result of changes in national politics." 848 teachers wrote responses, ranging in length from one sentence to a couple paragraphs. In July and August 2017, the authors conducted 35 follow-up interviews with social studies and English teachers from geographically and demographically diverse schools. The 30-40 minute interviews were conducted remotely, via video-chat or phone, and focused on school and classroom climate and student well-being. Findings include: (1) Stress and concerns with welfare have increased, particularly in schools enrolling few White students; (2) Polarization, incivility, and reliance on unsubstantiated sources have risen, particularly in predominantly White schools; (3) A growing number of schools, particularly predominantly White schools, became hostile environments for racial and religious minorities and other vulnerable groups; (4) While some school leaders avoided issues related to the political environment, others moved proactively to create a tolerant and respectful school culture. When leaders did not act, student behavior grew dramatically worse; (5) As the national political environment has become more threatening, bellicose, and uncivil, more young people are subject to adverse socio-emotional and academic consequences. These changes also undercut the democratic purposes of public education; and (6) Educators can mitigate some of these challenges, but they need more support. Ultimately, political leaders need to address the underlying causes of campus incivility and stress. ED580203 Teaching and Learning in the Age of Trump: Increasing Stress and Hostility in America's High Schools UCLA IDEA 2017-10-00 50 UCLA IDEA. 1041 Moore Hall Box 951521, Los Angeles, CA 90065. Tel: 310-206-8725; Fax: 310-206-8770; e-mail: idea@ucla.edu; Web site: http://www.idea.gseis.ucla.edu N/A 2018 0 ERIC JAN2020

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Yes Mothers Infants Home Visits Early Intervention Access to Health Care Family Characteristics At Risk Persons Child Health Recruitment Family Violence Socioeconomic Status Health Behavior Program Implementation Delivery Systems Community Health Services Models Community Resources Program Administration Quality Control Information Management Lee, Helen Crowne, Sarah Faucetta, Kristen Hughes, Rebecca Reports - Research MDRC Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation Centers for Medicare and Medicaid Services (CMS) English The Mother and Infant Home Visiting Program Evaluation-Strong Start (MIHOPE-Strong Start) is the largest random assignment study to date to examine the effectiveness of home visiting services on improving birth outcomes and infant and maternal health care use for expectant mothers. The study includes local home visiting programs that use one of two national evidence-based models that have been effective at improving birth outcomes: Healthy Families America (HFA) and Nurse-Family Partnership (NFP). This report presents an early examination of the baseline characteristics of families and local home visiting programs in the study. Specifically, the report presents descriptive information on 1,221 families for whom data are available, representing about 40 percent of the final sample, and discusses select characteristics of the local programs participating in the study. To provide context for understanding the types of families and local programs described, the report also details the process by which the study team recruited local programs for participation. ED580204 An Early Look at Families and Local Programs in the Mother and Infant Home Visiting Program Evaluation-Strong Start: Third Annual Report. OPRE Report 2016-37 Administration for Children & Families 2016-04-00 80 Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/ N/A 2018 68 ERIC JAN2020 HHSP23320095644WC

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Yes Preservice Teachers Student Attitudes Electronic Learning Educational Technology Individual Characteristics Innovation Statistical Analysis Foreign Countries Student Characteristics Student Surveys Intellectual Disciplines Özcan, Seher Gökçearslan, Sahin Solmaz, Ebru Journal Articles Reports - Research Turkey ISSN-2146-7463 English Higher Education Owing to advancements in both information and communication technologies and especially in the internet infrastructure, globalization has shifted to the next dimension; and these developments in technology has expressed its significance in online education like other domains of life. Utilization from new technologies has significantly minimized limitation brought by space and time in online learning progressively. Now, individuals are able to take classes from any institutions across the word. Accordingly, this situation has motivated majority of education institutions around the world to look for ways to maintain their courses or various education programs in e-learning environment more effectively. Along this process, studies on significant factors on application of technology have intensified. One of these key factors is considered as personal characteristic. When it comes to utilization of technology, individual innovativeness concept gains prominence based on personal behaviors relevant with innovativeness. Attitudes of pre-service teacher towards e-learning are influent on numbers of variable relevant with e-course. Thus, the purpose of the present study is to reveal the changes in attitudes of pre-service teachers who take online classes towards online learning with respect to their individual innovativeness levels. Study data was collected from students who take online classes through distance education system in a bachelor degree program at faculty of education at a public university. On the basis of collected data, it was revealed that pre-service teachers' attitude towards e-learning differs significantly according to respondents' levels of individual innovativeness. ED580918 Investigation into Attitudes of Pre-Service Teachers towards e-Learning with Respect to Their Individual Innovativeness Levels Online Submission Journal of Educational and Instructional Studies in the World v6 n2 Article 4 p31-38 May 2016 2016-05-00 8 T 2018 13 As Provided JAN2020

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Yes Bullying Aggression Definitions Educational Environment Peer Relationship Student Behavior Verbal Communication Nonverbal Communication Computer Mediated Communication Victims At Risk Persons Social Bias Individual Characteristics Age Differences Peer Influence Family Influence Parenting Styles Prevention School Policy School Personnel Role Intervention Professional Development Behavior Modification Student Needs Data Collection Data Analysis Family Involvement Stuart-Cassel, Victoria Terzian, Mary Bradshaw, Catherine Reports - Descriptive ISSN- National Center on Safe Supportive Learning Environments (NCSSLE) English Bullying is considered one of the most prevalent and potentially damaging forms of school violence. Each year, more than a quarter of middle and high school students are subjected to some form of bullying in their school environments. Research has identified potentially harmful immediate and long-term consequences for bullying-involved youth and has linked bullying to the quality of school environments and to unsafe conditions for learning in schools. This "In Brief" focuses on social bullying, a form of emotionally aggressive bullying behavior. The brief includes discussion of how social bullying is defined, what distinguishes it from other types of aggression, how commonly it occurs in schools, and what factors contribute to social bullying involvement. The brief summarizes research findings concerning the impacts of social bullying on individual social development and adjustment and identifies implications for school learning environments. The last section describes school-based approaches for preventing and reducing social bullying. ED580919 Social Bullying: Correlates, Consequences, and Prevention. In Brief National Center on Safe Supportive Learning Environments 2013-05-00 Office of Safe and Healthy Students (ED) 13 National Center on Safe Supportive Learning Environments. Tel: 800-258-8413; e-mail: ncssle@air.org; Web site: https://safesupportivelearning.ed.gov/ N/A 2018 74 ERIC JAN2020 EDOSD10O0093

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No Family Violence Interpersonal Relationship Intimacy Help Seeking Aggression Phenomenology Comparative Analysis Qualitative Research Lewis, Shana Denise Dissertations/Theses - Doctoral Dissertations EISSN- English Intimate partner violence is a growing epidemic in our country. Statistics indicate that an estimated 47.1% of women experienced at least one act of psychological aggression by an intimate partner during their lifetime (Breiding et al., 2014); that is, almost half of women experience some form of violence in their lifetime. Furthermore, women 18-24 and 25-34 are the number one and two (respectively) most vulnerable age groups to this kind of relationship violence. These statistics highlight the need to understand women's experience of intimate partner violence as well as her help seeking behavior. The purpose of this phenomenological study was to give voice to the experiences of survivors of intimate partner violence (IPV) and explore their help seeking behavior. I specifically considered the help seeking behavior of the 18-24 and 25-34 year old woman. In addition to seeking to understand each group separately, I also compared the two groups to one another to uncover similarities or differences in their help seeking behaviors that were mitigated by age. This study used the transcendental-phenomenological approach to qualitative research to give survivors of IPV the opportunity to speak about their experiences of help seeking behavior. The emergent themes in this study were divided into two categories: Internal Factors and External Factors. External Factor themes included: The Situation and Awareness of Resources with the subthemes of Formal Supports, Informal Supports, and Not Worth the Risk: Protective Measures. The Internal Factors include Classification/Label, Looking Back, and Blame with the subthemes Self Blame and Other Blame. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579410 Intimate Partner Violence and Help Seeking Behavior ProQuest LLC Ph.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7506-3 148 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:10662326 2018 As Provided JAN2020

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Yes Foreign Countries Cognitive Development Language Skills Preschool Children Child Development Intervention Language Acquisition Receptive Language Computer Games Pretests Posttests Choosri, Noppon Pookao, Chompoonut Reports - Research Speeches/Meeting Papers Thailand English The intervention for cognitive language development is required to conduct at the young ages. As children usually gain the skill through their plays, this study proposed a physical interactive game to help children improve their language skill in both Thai and English language for pre-schooler. The motivation of this research is to create a game that has a characteristic of a toy where children require bodily engagement to touch and move the objects to enhance their cognitive for gaining language skill using interactive and game technologies. The game is evaluated in three methods: paired t-test is used to determine the overall performance of the proposed game; the 90/90 standard evaluation is also applied to see whether if the game is used for formal education majority of the group (>90%) will achieve the objective of learning. Also, the feedbacks from expert validation are collected. All three evaluations method indicate the primary success of the game to assist Thai pre-schooler in improving their skill at the young age. [For the complete proceedings, see ED579335.] ED579411 Physical Interactive Game for Enhancing Language Cognitive Development of Thai Pre-Schooler International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, Jul 20-22, 2017) 2017-07-00 9 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 23 As Provided JAN2020

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Yes Conference Papers Telecommunications Handheld Devices Educational Technology Technology Uses in Education Mathematics Education History High Schools Secondary School Mathematics Foreign Countries Educational Games Resource Units Homework Video Technology Technology Integration Children Health Education Diabetes Self Evaluation (Individuals) Business Social Media Student Motivation Delphi Technique Research Methods Courses Blended Learning Assistive Technology Special Education Theater Arts Addictive Behavior Programming Readiness Informal Education High School Students Standardized Tests Mentors Sex Stereotypes Integrity Higher Education Sustainability Design Reading Listening Teaching Methods Sánchez, Inmaculada Arnedillo, Ed. Isaías, Pedro, Ed. Collected Works - Proceedings Reports - Research South Africa Russia Brazil Rwanda International Association for Development of the Information Society (IADIS) English High Schools These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included. ED579190 Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, April 10-12, 2017) International Association for Development of the Information Society 2017-04-00 978-989-8533-61-6 190 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 ERIC JAN2020

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No Phenomenology Supervisors Crisis Intervention Counseling School Counselors Work Environment Supervisor Supervisee Relationship Anxiety Burnout Universities Tran, Quoc Dung V. L. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education A phenomenological study was conducted at a Southwestern United States University to examine the experience of nine supervisors who work with crisis counselors. This study examined the training, topics, and difficulties experienced as they sought to support and perform their supervisory duties. Nine themes emerge and described as "Learning the job," "Crisis topics," "Effective Communication," "Skills development," "Maintaining flexibility," "Setting boundaries," "Maintaining support," "Stress," "burnout, and self-care," and "Balance." Best practices were identified by supervisors to build resiliency and promote growth for both supervisors and their supervisees. Implications for practice and research are included to further enhance effective supervision of crisis counselors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579412 A Phenomenological Study of the Experiences of Supervisors Working with Crisis Counselors ProQuest LLC Ph.D. Dissertation, Sam Houston State University 2017-00-00 978-0-3552-7516-2 120 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:10662337 2018 As Provided JAN2020

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No Interviews Language Maintenance Language Teachers Second Language Learning Second Language Instruction Native Language Teacher Characteristics Administrator Attitudes Teacher Attitudes Immersion Programs Principals Educational Resources Educational Finance Pilot Projects Morphology (Languages) Syntax Vocabulary Development Language Acquisition Student Evaluation Language Tests Coding Surveys Second Language Programs American Indian Languages Okura, Eve K. Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation presents the findings from interviews conducted with language nest workers, teachers, language nest coordinators, administrators of language revitalization programs, principals and directors of language immersion schools that work in close proximity with language nests, and linguists involved in language revitalization efforts. The intent of this research was to learn more about the situation of language nests in the world today. Interview results included discovering answers to questions including but not limited to: (1) What does it take to establish a language nest? (2) What does it take to maintain one? (3) What are some of the differences between language nests that continue and those that collapse within a year or two? (4) What resources do language nests have? (5) How are language nests funded? (6) How much does it cost to run a language nest? (7) What are some of the challenges faced in running a language nest? &bull; What are the language backgrounds of language nest teachers? (7) What advice do language nest workers have for communities considering starting a language nest? A second component of the dissertation research involved pilot studies to develop methods for assessing children's language acquisition in language nests. These assessments were concerned with comprehension and production of basic vocabulary, basic coding strategies, and language-specific morphosyntactic features. This dissertation was not intended to be an acquisition study. Rather, it was intended to be a survey across language nest programs. This dissertation addresses acquisition as a topic in relation to language nests, and how acquisition studies at a language nest would fit into some of the extant 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.] ED579413 Language Nests and Language Acquisition: An Empirical Analysis ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6503-3 203 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:10656622 2018 As Provided JAN2020

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Yes Racial Differences Ethnicity Preschool Education Hypothesis Testing Racial Factors Whites African Americans Hispanic Americans School Readiness Teacher Influence Correlation Academic Ability Teacher Attitudes Minority Group Teachers Minority Group Students White Students Longitudinal Studies Comparative Analysis Student Characteristics Teacher Characteristics Classroom Environment Interaction Intelligence Tests Verbal Ability Vocabulary Achievement Tests Rating Scales Statistical Analysis Behavior Problems Interpersonal Competence Language Skills Downer, Jason T. Goble, Priscilla Myers, Sonya S. Pianta, Robert C. Journal Articles Reports - Research Peabody Picture Vocabulary Test Oral and Written Language Scales Woodcock Johnson Tests of Achievement ISSN-0885-2006 English Preschool Education Using a large, longitudinal data set that represents 701 state-funded pre-k classrooms and over 2,900 children enrolled in 11 states, the current study examined two hypotheses: (1) children would be perceived to be better adjusted at the beginning of pre-k when rated by a same-race teacher than by a different-race teacher, and (2) children would demonstrate greater gains during the pre-k year when in the class-room of a same-race teacher. Children rarely experienced a teacher with a different race/ethnicity from themselves, except in the case of African American or Latino children attending Caucasian teachers' class-rooms. When examining the school readiness outcomes of African American or Latino children matched or mismatched racially/ethnically with their teacher, racial/ethnic match demonstrated significant associations with the direct assessment of academic skills for Latino children only. However, teachers' initial perceptions of children and teacher reported social and academic gains were significantly associated with racial/ethnic match for African American children. ED580920 Teacher-Child Racial/Ethnic Match within Pre-Kindergarten Classrooms and Children's Early School Adjustment Grantee Submission Early Childhood Research Quarterly v37 p26-38 2016 2016-00-00 Institute of Education Sciences (ED) National Institute for Early Education Research Pew Charitable Trusts Foundation for Child Development Department of Education (ED) National Center for Research on Early Childhood Education (NCRECE) 13 T https://doi.org/10.1016/j.ecresq.2016.02.007 2018 77 As Provided JAN2020 Yes R305B130013 R305A060021

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Yes Vocational Education Rural Education Role of Education Learner Engagement Vocational Training Centers Career Academies Electronic Learning Work Experience Programs Career Development Economic Development Labor Force Development Reports - Descriptive Oklahoma Wyoming North Carolina Minnesota Georgia Vermont West Virginia South Dakota Association for Career and Technical Education (ACTE) English Technical, academic and employability knowledge and skills are essential for youth and adults to be lifelong learners, informed citizens and prepared and adaptable members of the workforce. CTE imparts these skills through engaging, relevant hands-on learning, integrated with academics, for all students, including those living in rural settings where education and economic development systems face unique challenges. One such challenge is serving small populations that are geographically dispersed, making it difficult for school districts and community colleges to offer robust education programs. It may be hard to find teachers qualified to teach a particular course or course sequence, or to offer enough courses to meet the varied career interests of students and help them complete a career pathway, while a lack of technology infrastructure in rural areas can make it challenging to connect students and teachers across distances. It can also be difficult for schools to provide students with a range of career exploration and work-based learning experiences, as many rural areas have only a few employers or industries. Funding challenges underlay all these concerns. Career and Technical Education (CTE) facilitates rural students' education and career development in a variety of ways. This issue sheet presents the role of CTE in rural education. ED580921 Career and Technical Education's Role in Rural Education. Issue Sheet Association for Career and Technical Education (ACTE) 2015-08-00 2 Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site: http://www.acteonline.org N/A 2018 0 ERIC JAN2020

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Yes Financial Support Intellectual Disciplines Public Colleges Research Research Universities State Universities Economic Development Federal Aid State Aid Private Financial Support Corporate Support Resource Allocation Atchison, E. S. Numerical/Quantitative Data Reports - Descriptive Mississippi Mississippi Board of Trustees of State Institutions of Higher Learning English Higher Education The Mississippi Public Universities Research Catalog is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The Research Catalog includes only external awards and non-appropriated state awards for research and sponsored programs. The external resources identified in the Research Catalog are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities. [This report was prepared by the Office of Strategic Data Management.] ED580205 Research Catalog, FY 2014 Mississippi Board of Trustees of State Institutions of Higher Learning 2014-10-00 23 Mississippi Board of Trustees of State Institutions of Higher Learning. 3825 Ridgewood Road, Jackson, MS 39211. Web site: http://www.mississippi.edu/research/stats.html N/A 2018 0 ERIC JAN2020

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Yes Educational Cooperation School Districts Charter Schools Politics of Education Public Schools Urban Schools Elementary Secondary Education Jochim, Ashley Yatsko, Sarah Opalka, Alice Reports - Evaluative Center on Reinventing Public Education (CRPE) English Elementary Secondary Education Many who attempt district-charter collaboration point to "politics" as a constraint that affects their work, but little is understood about why some collaborations enjoy broad support while others become mired in conflict. Drawing upon CRPE's multiyear study of district-charter collaborations in dozens of cities as well as research on other cross-sector initiatives, this report explores how politics shapes collaboration and offers strategies to help education leaders improve their chances of success. The report finds: (1) District-charter collaborations are inherently political. These efforts can succeed only if both sides see it to their advantage to work together; (2) Not all cities are well poised politically for collaboration. Declining enrollment, a weak charter sector, and unfavorable community politics can undermine district-charter work on common goals and (3) Mutual wins and shared values may offer a sweet spot where collaboration can take root. District-charter collaborations have been more likely to find success when the sectors found it in their interests to work together, not because either made a one-sided sacrifice. ED580208 Collision Course: Embracing Politics to Succeed in District-Charter Collaboration Center on Reinventing Public Education 2018-01-00 Bill and Melinda Gates Foundation 17 Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org T 2018 0 ERIC JAN2020

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No Males Superintendents African Americans Semi Structured Interviews Professional Identity Leadership Qualities Social Justice Equal Education Identification (Psychology) Administrator Responsibility Racial Factors Cooperation Cooperative Planning Urban Schools Access to Education Educational Quality Carrier, Isaac Charles Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study is to examine and interpret the life experiences and leadership practices of four African American male superintendents leading urban school districts across the nation. The research approach adopted in this dissertation used semi-structured interviews with four African American male superintendents that consisted of three main issues: (1) African American male superintendent identity, (2) African American male superintendent leadership, and (3) acts of equity leadership related to student outcomes. The findings of this study revealed that participants do not allow themselves to be defined by their positions, and they honor their responsibilities as educational leaders who have devoted their lives to providing a quality education for their students. Each participant acknowledged that certain aspects of their jobs may be affected by their race, yet each expressed the importance of focusing on the work and remaining committed to reaching their goals for the districts they lead. The superintendents expressed importance of collaborative leadership that is inclusive of all stakeholders while they embraced the responsibilities carried by the positions they hold. The thoughts, expressions, and sometimes emotions conveyed by the superintendents provide a clear view into who they are, how they lead, and what they are about as urban school district leaders. This study reveals that superintendents' top priority is to ensure that every student has access to a quality education. This research recommends further study regarding African American male access to the superintendency, expanded access to opportunities for mentorship, professional development focused on community relations and partnerships, and further study specific to African American male leadership in diverse 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.] ED579414 African American Male Superintendents in Urban School Districts: National Stories of Success ProQuest LLC Ph.D. Dissertation, Texas A&M University 2017-00-00 978-0-3552-7619-0 189 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:10662428 2018 As Provided JAN2020

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No Professional Identity Teacher Attitudes Teaching Experience Ideology Ethnography Whites Hawaiians Personal Narratives Metacognition Cultural Awareness Culturally Relevant Education Teaching Methods Social Justice Educational Practices Teacher Student Relationship Perih, Nicholas Dissertations/Theses - Doctoral Dissertations Hawaii EISSN- English Teacher identity has emerged as a topic amongst contemporary researchers to inform, impact, and reform professional practice in light of the unique challenges presented within education in the United States. A homogeneous teaching population, which remains overwhelmingly White and middle class, must address a demographic and cultural divide amongst students, teachers, families, as well as in curriculum and instruction. Bartolome (2004, 2008) argues that teachers must have an understanding of how their ideological orientation shapes their views of students and influences their teaching. Through this praxis, I critically explored the historically constituted subjectivities, cultural meanings, social dynamics, and discourses that shaped my teaching identity as a haole (White) transplant (cultural outsider) teacher who moved to Hawai'i. I used autoethnographic methodology as a form of narrative writing to invite readers into my cultural experiences. This opened up a space to explore the impact of the social, cultural, historical, and political forces in Hawai'i on my personal, professional, and situational dimensions, which constituted my teacher identity. The results indicated that I am affected by the multiple identities that I have employed to navigate educational and personal spaces. The findings revealed six major themes: (i) understanding the complexities of identity are a prerequisite for critical consciousness; (ii) being a critically conscious teacher is a habit of mind, whereas being a culturally responsive teacher is the action resulting from that mindset; (iii) lived experience plays a role in enabling an understanding of one's cultural position; (iv) critical consciousness is an iterative, ongoing process; (v) teaching for social justice needs to be approached both theoretically and practically; and (vi) autoethnography is a relevant tool to excavate one's identity and can reframe educators' thinking and subsequent actions in the classroom. The study provides a framework to address the need for theoretical and methodological transparency that is vital for exploring teacher 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.] ED579415 Identity and Intersectionality: The Critical Autoethnography of a "Transplant" Teacher in Hawai'i ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6510-1 441 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10656629 2018 As Provided JAN2020

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No Grammar Tone Languages Foreign Countries Intonation Phonology Uncommonly Taught Languages Language Skill Attrition Language Research Language Variation Language Classification Contrastive Linguistics Rarrick, Samantha Carol Dissertations/Theses - Doctoral Dissertations Papua New Guinea EISSN- English While tonal systems have typically been classified as "pitch accent" or "true tonal", there is growing evidence that systems instead have a variety of features which vary across languages, rather than falling into discrete categories. These category labels have been used widely in literature about the languages of New Guinea, despite the fact that the languages of this region exhibit a variety of tonal phenomena, and few are well-understood by tonal phonologists. Kere is an endangered Trans New Guinea language of Chimbu province in Papua New Guinea which has a complex, sparse tonal system that has yet to be adequately documented and described. After describing the segmental phonology of the language, this dissertation describes and presents an analysis of the tonal system of Kere, focusing on the following questions: (1) What are the phonological rules of tone in this language? (2) Is Kere a pitch-accent or tonal language, or something in between, like Kuman? (3) How can a model of interrelated varieties with differences in tone (proposed here) apply to other situations in Trans New Guinea languages? (4) What does this system tell us about tone systems typologically? This work aims to add to phonologists' and typologists' understanding of tonal systems across languages. In order to typologize Kere's tonal system, I compare its tonal features to those of other Trans New Guinea languages (especially Kuman), as well as other languages around the world. Based on this comparison, I argue that the Kere data add to the growing evidence that tonal systems make up a multi-dimensional matrix of features, rather than having clear end points along a single continuum like "pitch accent" or "true tonal". Thus, tonal typology should be primarily property-driven. This dissertation aims to broaden our understanding of what is possible in tonal systems around the world (Donohue 1997; Donohue 2005) and to add to the description of an endangered language with an unusual tonal 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.] ED579416 A Tonal Grammar of Kere (Papuan) in Typological Perspective ProQuest LLC Ph.D. Dissertation, University of Hawai'i at Manoa 2017-00-00 978-0-3552-6514-9 224 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10656636 2018 As Provided JAN2020

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No Teacher Leadership Teacher Attitudes Faculty Development Models Interviews Qualitative Research Observation Reflection Adult Learning Learning Theories Hobbs, Shandar Nicole Armstrong Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education The practice of using teacher leaders to support and develop teachers from within the educational organization is gaining support from research. The Trainer of Trainers (TOT) model of professional development is one practice used to develop educators. This study focused on the perceptions of teacher leaders within the TOT model. Teachers' perceptions were studied regarding professional development received from teacher leaders as a result of two TOT learning opportunities. Student interviews offered insight into the transference of strategies from the TOT to classroom practice. Qualitative research was conducted through interviews, observations, reflections, and professional development artifacts. Findings support the use of Adult Learning Theory practices during TOT opportunities. Teacher leaders and teachers prefer professional development opportunities in small, manageable chunks which allows time to absorb material, practice within the classroom, and receive feedback regarding implementation of new 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.] ED579417 An Examination of Teacher Leaders' and Teachers' Perceptions of the Trainer of Trainer Model of Professional Development ProQuest LLC Ed.D. Dissertation, University of Houston-Clear Lake 2017-00-00 978-0-3553-6298-5 233 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10670100 2018 As Provided JAN2020

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No School Districts Suburban Schools Qualitative Research Demography Student Characteristics Interviews Ethnography Personal Narratives Minority Group Students McConnell, Katie Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Despite historical patterns of racial homogeneity, the composition of suburban areas and their schools are changing throughout the United States. This fact presents major challenges to the suburban schools charged with educating all students, including those that do not fit a suburban stereotype. This study focuses on one suburban community in Texas that experienced a significant change in racial and socio-economic demographics in the 1970s and 1980s. The research sought to understand how the change was experienced by different members of the school community, including school personnel, students, and community members. Using qualitative data collected through interviews with various members of the school community, a critical ethnography analysis was conducted. Based on normative, subjective, and objective claims made by the participants, the researcher made inferences on the participants' statements to reconstruct them in to truth, identity, and subjective claims. These reconstructed claims allowed major trends to emerge. The trends that emerged include understanding the how and why of the demographic change, privilege, geography, the desire to maintain control, fear and safety, high school determinations, families, and gangs. The inclusion of "Personal Asides," based on the researcher's experiences being raised in the area and later as an employee of the district, were included as a narrative process to enhance the methodology and as an additional data source. As more districts across the country are facing such trends, taking a deeper look as to how such changes were experienced by different members of one educational community underscores the difficulty of such a transition and the necessity to be proactive and responsive to the needs of the community. Recommendations made based on the results suggest that consideration must be given equity within our school system to ensure that as more minority students move to suburban areas, we cannot perpetuate systems that have for many years failed too many minority 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.] ED579418 Shaping a New Suburban Reality: A School District's Response to Its Changing Student Demographic ProQuest LLC Ed.D. Dissertation, University of Houston-Clear Lake 2016-00-00 978-0-3553-6299-2 172 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:10670101 2018 As Provided JAN2020

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No English Language Learners Interpersonal Competence Measures (Individuals) Questionnaires Preschool Education Attendance Academic Achievement Mixed Methods Research Grade 1 Grade 2 Elementary School Students Hispanic American Students Focus Groups Teacher Attitudes Kindergarten Parent Attitudes Intervention Outcomes of Education Pelton, Robin R. Dissertations/Theses - Doctoral Dissertations EISSN- English Preschool Education Participation in prekindergarten for English Language Learners may positively impact social competence and decrease school absences, which may promote increased levels of academic achievement throughout the years a student is enrolled in school. The purpose of this two-phase, explanatory sequential mixed-methods study was to assess the impact of participation in a half-day public prekindergarten program on social competence and on school attendance of kindergarten, first, and second grade Hispanic English Language Learners, and then follow up by utilizing teacher focus groups to explain the results in greater depth. In the first phase of this study, quantitative survey data were collected from teachers, parents, and students themselves regarding their perceptions of social competence skills as measured by the "Social Competence Scale-Teacher Version," the "Social Competence Scale-Parent Version," and the "Child Development Project Student Questionnaire-Social Competence Scale," respectively. Data were then analyzed using independent-samples t tests to determine if there was a statistically significant mean difference between social competence of Hispanic English Language Learners in kindergarten, first, and second grade who attended half-day public prekindergarten and a matched sample of Hispanic English Language Learners who did not, and determine if there was a statistically significant mean difference between school attendance rates of Hispanic English Language Learners in kindergarten, first, and second grade who attended half-day public prekindergarten and a matched sample of Hispanic English Language Learners who did not. For the second phase of this study, three qualitative focus groups were held with teachers in kindergarten, first grade, and second grade, to better understand and explain the findings related to social competency. Quantitative data revealed that kindergarten Hispanic English Language Learners displayed statistically significant mean differences in their self-assessment of social competence, and second grade students displayed statistically significant mean differences in school attendance. Overall, Hispanic English Language Learners in this study who participated in half-day public prekindergarten demonstrated slightly increased, but not statistically significant differences in social competence and school attendance when compared to a matched set of Hispanic English Language Learners who did not. Qualitative data provided depth of understanding to those findings. Further research on structural variables of public prekindergarten programs and instructional quality is warranted to evaluate what specific components may have a statistically significant impact on developing social competence skills and increasing school attendance for Hispanic English Language Learners, making public prekindergarten a more effective early intervention strategy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579419 The Impact of Public Prekindergarten on Social Competence and School Attendance for Hispanic Students Identified as English Language Learners ProQuest LLC Ed.D. Dissertation, University of Houston-Clear Lake 2017-00-00 978-0-3553-6300-5 127 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:10670102 2018 As Provided JAN2020

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Yes Longitudinal Studies Postsecondary Education Research Methodology Interviews Stopouts Data Collection Student Financial Aid Academic Persistence Research Design Statistical Analysis Educational Indicators Statistical Data Evaluation Research Test Items Test Construction Coding Databases Enrollment Wine, Jennifer S. Heuer, Ruth E. Wheeless, Sara C. Francis, Talbric L. Franklin, Jeff W. Dudley, Kristin M. Numerical/Quantitative Data Reports - Research Beginning Postsecondary Students Longitudinal Study National Center for Education Statistics (ED) English Postsecondary Education This report describes the methods and procedures used for the Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS:1996/2001). These students, who started their postsecondary education during the 1995-96 academic year, were first interviewed in 1996 as part of the National Postsecondary Student Aid Study (NPSAS:96). A follow-up interview was conducted in 1998, during the third academic year since entry. This second and final follow-up used telephone and field interviewing to collect data from first-time beginning students in 4-year, 2-year, and less-than-2-year public, private, nonprofit, and private, for-profit institutions. Interviews focused on degree attainment, undergraduate experiences, additional education and training, transition into employment, current job, demographics, family formation, civic participation, and disability status. [The attached document presents the complete version of ED469501.] ED579191 Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS:1996/2001) Methodology Report. Technical Report. NCES 2002-171 National Center for Education Statistics 2002-07-00 394 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 0 As Provided JAN2020 Yes ED576515 https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002171

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Yes Mathematics Instruction Handheld Devices Telecommunications Case Studies Grade 11 High School Students Mixed Methods Research Observation Focus Groups Questionnaires Student Behavior Study Habits Motivation After School Programs Behavior Change Attitude Change Homework Technology Uses in Education Information Technology Foreign Countries Sibanyoni, Nhlanhla A. Alexander, Patricia M. Reports - Research Speeches/Meeting Papers South Africa English Grade 11 Good study behaviour after school hours is an important way of improving learners' chances of success. Learners, once they reach high school, particularly require support that will assist them to study effectively outside the classroom. South African schools are under pressure to improve results in mathematics but besides the homework that schools set, it is difficult for them to motivate the learner to do any additional study of mathematics after school. This suggests that schools could take advantage of technology to create good study behaviour by introducing mobile phones as a persuasive technology. The ubiquity of mobile phones has raised interest in their usage as educational tools and how best to leverage them both during school hours and outside the classroom. However, research in mobile learning argues that mobile phones might enhance learning but might easily distract learners unless there is some control and structure. This paper is based on preliminary research done for a PhD thesis and does not include all the results of the data already collected. The paper conceptualises the first phase of research to assess a specific initiative incorporating the LevelUp application to motivate good studying behaviour outside the classroom for grade 11 learners studying mathematics using their mobile phones or tablets. [For the complete proceedings, see ED579190.] ED579192 Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 27 As Provided JAN2020

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No Student Leadership Student Government Presidents Power Structure Social Influences Leaders Higher Education Educational Administration College Students Governance Participative Decision Making Influences Barriers Goal Orientation Snyder, Robert Scott Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this study was to understand and perceive how student leaders, and specifically student body presidents, navigated social power and used influence with institutional leaders in the higher education decision-making environment to achieve the goals and objectives of their presidencies. The foundational texts of higher education governance and the literature on decision-making are unclear about or do not acknowledge the role of students as leaders. Meanwhile, the popular press makes it clear students are playing a role in decision-making, and there is growing student consumerism and activism within institutions. The contrast between the foundational texts and the literature on decision-making versus what is occurring with respect to student leader involvement describes the problems of practice and research this study addressed. This study applied French and Raven's (1959) bases of social power to the experiences of student leaders, and specifically student body presidents, and situated these experiences in the higher education decision-making environment. The primary research question for this study was: How do former student body presidents at colleges and universities perceive navigating social power and using influence with institutional leaders to achieve the stated goals and objectives of their presidencies? There were two secondary research questions: 1) What do former student body presidents perceive to be the principal sources of support in achieving their stated goals and objectives? 2) What do former student body presidents perceive to be the principal sources of challenge to achieving their stated goals and objectives? The conclusions of this study related to: (a) the utility and accessibility of, and relationship between, the various bases of power with respect to the ability of the former student body presidents to navigate power and use influence to achieve their goals and objectives; (b) the availability and impact of support on the ability of the student body presidents to achieve their goals and objectives; (c) the impact of challenges on the ability of the student body presidents to achieve their goals and objectives. Along with these conclusions, the study provided recommendations related to theory, practice for both institutional leaders and student leaders, 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.] ED580701 Student Body Presidents and Institutional Leaders: Navigating Power and Influence ProQuest LLC Ed.D. Dissertation, The George Washington University 2018-00-00 978-0-3554-9289-7 211 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:10637926 2018 As Provided JAN2020

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No Employment Programs Vocational Education Career Readiness College Readiness Job Training Job Skills Skill Development Mixed Methods Research Outcomes of Education Knowledge Level Academic Aspiration Occupational Aspiration Critical Thinking Independent Study Study Skills Career Choice High School Students Williams, Sigrid Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Economic conditions require a workforce of lifelong learners. Regional Occupational Programs (ROP) provide career technical education that engage every student in high-quality, rigorous and relevant education to help students become career and college ready. The purpose of this mixed methods study was to gather both quantitative and qualitative data to explore the extent to which students perceived that 21st century skills were being taught in their educational programs and their experiences in learning the necessary skills to become career and college ready after taking an ROP class. This study's key findings included that, as a result of their ROP classes, students believed that they (a) are knowledgeable about their college and/or career plans, (b) understand the necessity of learning critical thinking skills to succeed in the workforce and post-secondary education, (c) have learned to independently study to seek answers about their career choices, (d) have learned the necessary skills to get a job, and (e) are prepared to be successful in the workforce and college. They also believe that ROP classes need to be offered in the high school in order for students to become career and college ready. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580702 Career and College Readiness: Building 21st Century Competencies in Our Students through Regional Occupational Programs ProQuest LLC Ed.D. Dissertation, California State University, Fullerton 2017-00-00 978-0-3554-5473-4 158 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:10637053 2018 As Provided JAN2020

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Yes School Districts Scores Statistical Distributions Database Design Database Management Systems Error of Measurement Data Interpretation School Statistics Comparative Analysis Achievement Tests Accountability Equated Scores Evaluation Methods Program Validation Achievement Rating Correlation Test Bias Racial Distribution Reading Achievement Mathematics Achievement Cohort Analysis Grade 4 Grade 8 Reardon, Sean F. Kalogrides, Demetra Ho, Andrew D. Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) English Grade 4 There is no comprehensive database of U.S. district-level test scores that is comparable across states. We describe and evaluate a method for constructing such a database. First, we estimate linear, reliability-adjusted linking transformations from state test score scales to the scale of the National Assessment of Educational Progress (NAEP). We then develop and implement direct and indirect validation checks for linking assumptions. We conclude that the linking method is accurate enough to be used in analyses of national variation in district achievement, but that the small amount of linking error in the methods renders fine-grained distinctions among districts in different states invalid. Finally, we describe several different methods of scaling and pooling the linked scores to support a range of secondary analyses and interpretations. ED580210 Linking U.S. School District Test Score Distributions to a Common Scale. CEPA Working Paper No. 16-09 Stanford Center for Education Policy Analysis 2017-06-00 Spencer Foundation William T. Grant Foundation Institute of Education Sciences (ED) 50 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 20 As Provided JAN2020 Yes R305D110018

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Yes English (Second Language) Second Language Learning Second Language Instruction Turkish Native Language Morphemes Pretests Posttests Phonology Foreign Countries Pronunciation Interference (Language) Electronic Publishing Dictionaries Grammar Efficiency Teaching Methods Computational Linguistics Metalinguistics Yurtbasi, Metin Journal Articles Reports - Research Turkey ISSN-1300-915X English Turkish students tend to make considerable stress placement errors when pronouncing English polysyllabic words because of the interference of the traditional word stress patterns of their mother tongue. They usually misplace stresses in their utterance, both either as a result of their native pronunciation habits or their lack of stress-placing knowledge in the target language. Experience has clearly shown that one of the most visible areas of weakness in Turkish students learning English is stress placement. This is the main problem to be explored and resolved in this research with an "algorithm of suffixes". The learners of English in Turkey are very much in need of practising such algorithm listings and going through electronic dictionaries. The study patterns or algorithms in this research involve in at least four-syllabled words with one prominent primarily stressed syllable. Students are first given a pretest to see how they naturally fare in English rhythm to expose their wrongly-misplaced stress patterns, their stress mobility concept and their fossilized erratic stressing habits. In the pretest, 25 questions are downloaded via the audacity program given to them within 5 second-intervals three times by the computer. Those freshmen non-initiated to the English stress patterns clearly present in this test a total lack of English stress pattern marked by a general irregularity in their utterance. Then they are briefed on general characteristics of English stress pattern of such polysyllabic words based on their grammatical category within an algorithm of some general suffix patterns. After a 3 hour intensive stress placement drill, a post-test of fresh 25 words is administrated to them. This post-test determines the rate of students' improvement in their pronunciation and proves the efficiency of the algorithm of suffixes introduced. ED580211 Common Algorithms of Primary Stress Placement on Polysyllabic Words Online Submission International Online Journal of Primary Education v6 n2 p24-29 2017 2017-00-00 6 T 2018 19 As Provided JAN2020

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No Classroom Environment Academic Achievement Middle School Students Mixed Methods Research Suburban Schools Grade 6 Grade 7 Grade 8 Interviews Correlation Barksdale, Christopher J. Dissertations/Theses - Doctoral Dissertations Learning Environment Inventory EISSN- English Middle Schools The purpose of this sequential mixed method study was to examine the relationship between classroom climate and student achievement of middle school students. This study included a review of data collected from the Learning Environment Inventory from a purposeful sample of middle school students from a large suburban school district. A purposeful sample of students in grades 6-8 were also interviewed in an attempted to provide a more in-depth understanding of the potential influence of classroom climate factors on student achievement. Quantitative data were analyzed using frequencies, percentage, and Pearson's product moment correlations (r), while an inductive coding process was used to analyze the collected qualitative data. Quantitative analysis demonstrated that there was not a significant mean difference between classroom climate and student achievement. The qualitative analysis supported evidence from current research related to the topic that a positive relationship does exist between the two factors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579420 Examining the Relationship between Classroom Climate and Student Achievement of Middle School Students ProQuest LLC Ed.D. Dissertation, University of Houston-Clear Lake 2017-00-00 978-0-3553-6303-6 183 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:10670105 2018 As Provided JAN2020

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No Principals Professional Development Elementary Secondary Education Experience Administrator Role Decision Making Supervision Qualitative Research Inquiry Administrator Attitudes Interviews Coding Archives School Districts Work Environment Program Effectiveness Administrator Characteristics Influences Teaching Experience School Community Relationship Persistence Bullock, Gay Dissertations/Theses - Doctoral Dissertations New York EISSN- English Elementary Secondary Education Principals are being asked to create optimal learning conditions that will "lead to improved results for students, long-term gains in school system capacity, and increased productivity and effectiveness" (RTTT, 2009). The purpose of this study was to examine the professional development offered to and sought by experienced principals and aspiring principals to see if it is sufficient to move the organization forward. The participants in the study are working as experienced principals or aspiring principals in elementary, middle or secondary schools in one of the four counties that make up Long Island, New York. The participants who are experienced principals have decision-making authority and supervise academic and nonacademic activities in a school environment. The position of aspiring principal is considered a prerequisite to the position of principal. Qualitative research allowed the use of inquiry as a technique to better understand through detail the experienced and aspiring principals' attitudes and experiences. Interviewing offered an opportunity to "explore voices and experiences" (Silverman, 2006) in their natural setting, and "permit probing subject's responses, exploring of unplanned topics that arise, and opportunity for clarification of responses" (Gay, 2000).The data collection process began with each interview being recorded, coded and analyzed. Coded categories were based on relevant keyword, themes, patterns and discrepancies found in the data collected. In addition, archival data was collected on each school district and used to get a complete picture of the subject's work environment. Research revealed the professional development of experienced principals and aspiring principals is insufficient to move forward reforms for the following reasons: (1) the disposition of most experienced principals and aspiring principals was determined to be low; (2) the instructional influence of most experienced principals and aspiring principals was determined to be weak; (3) most experienced principals and aspiring principals did not form viable alliances with community partners, in particular parents. and; (4) the majority of experienced principals and aspiring principals were determined to have a low level of commitment to action. Both principal types possess ambitious goals to improve current academic standing of their school. However, they lack the training to be 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.] ED579421 An Examination of the Professional Development of Experienced Principals and Aspiring Principals in Long Island, New York Public Schools ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2012-00-00 978-0-3553-6773-7 216 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:10670519 2018 As Provided JAN2020

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Yes Educational Finance Accountability Youth Agencies Advocacy Funding Formulas Youth Leaders Participation Elementary Secondary Education Terriquez, Veronica Rogers, John Lin, May Reports - Evaluative California UCLA, Institute for Democracy, Education and Access (IDEA) University of Southern California (USC), Program for Environmental and Regional Equity (PERE) English Elementary Secondary Education Over the last quarter century, California youth affiliated with community-based organizations have participated in a variety of local and state campaigns to influence educational policy and practice. But, until recently, youth have had limited say in school budgets. Dramatic changes to this historic trend have emerged in the last few years. In 2012, a coalition of California youth and community organizing groups, organized labor, and other civic organizations joined together to campaign successfully for Proposition 30 which brought new streams of revenue into California's cash-strapped K-12 education system. Then, in 2013, Governor Brown signed into law the Local Control Funding Formula (LCFF), which provides additional funds for high needs students and encourages local participation in setting budget priorities. This report examines how California youth organizations have used the new structures created by the Local Control Funding Formula legislation to engage young people in efforts to influence educational budget decisions. The report draws on a survey of staff in youth organizations that were part of the Building Healthy Communities (BHC) initiative. Funded by the California Endowment, BHC includes youth leadership as part of its strategy to improve health in 14 high-poverty communities around the state. BHC-affiliated youth organizations focus on grassroots organizing, advocacy, healing practices, media production, and/or other forms of youth leadership. Staff members in 75 out of 132 BHC-affiliated organizations that participated in this study in 2015 and early 2016 claimed that their youth members were involved in efforts to shape school finances. Staff members reported on how young people in their organizations attempted to influence district budget priorities, the types of demands they made, and the commitments they secured from local school districts as a result of grassroots organizing and advocacy efforts. ED580212 Youth Voice in School Finance: The Building Healthy Communities Initiative and Young People's Involvement in Shaping Local Control Accountability Plans UCLA IDEA 2016-07-00 4 UCLA IDEA. 1041 Moore Hall Box 951521, Los Angeles, CA 90065. Tel: 310-206-8725; Fax: 310-206-8770; e-mail: idea@ucla.edu; Web site: http://www.idea.gseis.ucla.edu N/A 2018 0 ERIC JAN2020

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Yes Racial Bias Aggression Hispanic Americans Models Intervention Victims Verbal Communication Nonverbal Communication Context Effect Responses Educational Environment School Policy College Role College Students Huber, Lindsay Pérez Solórzano, Daniel G. Reports - Descriptive ISSN-1543-2238 UCLA Chicano Studies Research Center English Higher Education Racial microaggressions are a significant obstacle in the educational, professional, and life trajectories of Latinas/os. The authors present models for understanding racial microaggressions and recommendations for disrupting them. ED580213 Racial Microaggressions: What They Are, What They Are Not, and Why They Matter. Latino Policy & Issues Brief. Number 30 UCLA Chicano Studies Research Center 2015-11-00 4 UCLA Chicano Studies Research Center. 193 Haines Hall, Los Angeles, CA 90095-1544. Tel: 310-825-2642; Fax: 310-206-1784; e-mail: press@chicano.ucla.edu; Web site: http://www.chicano.ucla.edu N/A 2018 14 As Provided JAN2020

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Yes College Transfer Students Two Year College Students Program Effectiveness Bachelors Degrees Graduation Rate Community Colleges Institutional Characteristics Student Characteristics Transfer Rates (College) Cohort Analysis Socioeconomic Status School Location Shapiro, Doug Dundar, Afet Huie, Faye Wakhungu, Phoebe Khasiala Yuan, Xin Nathan, Angel Hwang, Youngsik Reports - Research National Student Clearinghouse Research Center English Higher Education This report is an update of the January 2016 Transfer Tracking report (see ED563499). It is the first in an annual series from the National Student Clearinghouse Research Center that will investigate postsecondary student transfer outcomes. The goal is to provide institutions and states with a set of specific, up-to-date metrics with which to benchmark and measure progress. The 2016 report focused on the transfer and bachelor's degree completion outcomes of students who started at two-year institutions. It created a new set of metrics that have redefined how successful transfer partnerships between two- and four-year institutions and among systems of institutions within states are measured. This 2017 report updates those outcomes by three years, using a new cohort of degree-seeking students who started their postsecondary education at a two-year public institution in the fall of 2010. This report also disaggregates the different transfer metrics by state to cover institutional, state, and national postsecondary transfer statistics for the different levels of benchmarking and policymaking. Results from the 2017 report can be used as a benchmarking reference in institutional-level reports, in particular by two- and four-year institutions. The analyses presented in this report focus solely on the vertical transfers for students who began their postsecondary education at a community college. [The research for the original Tracking Transfer report released in 2016 was conducted through a partnership between the Aspen Institute's College Excellence Program; the Community College Research Center (CCRC) at Teachers College, Columbia University; and the National Student Clearinghouse Research Center.] ED580214 Tracking Transfer: Measures of Effectiveness in Helping Community College Students to Complete Bachelor's Degrees. (Signature Report No. 13) National Student Clearinghouse 2017-09-00 Lumina Foundation 31 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 30 ERIC JAN2020

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Yes Low Income Mothers Family Literacy Parents as Teachers Parent Attitudes Educational Attitudes African Americans Hispanic Americans Puerto Ricans Family Environment Educational Environment Preschool Children Semi Structured Interviews Qualitative Research Instructional Materials Early Childhood Education Family Involvement Language Acquisition Native Language Reading Instruction Parent Child Relationship Sawyer, Brook E. Cycyk, Lauren M. Sandilos, Lia E. Hammer, Carol S. Reports - Research EISSN- English Early Childhood Education Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children's development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents' reading interest/ability, child's reading interest, parents' commitment to child's success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed. [At time of submission to ERIC this article was in press with "Journal of Early Childhood Literacy."] ED580922 "So Many Books They Don't Even All Fit on the Bookshelf": An Examination of Low-Income Mothers' Home Literacy Practices, Beliefs and Influencing Factors Grantee Submission 2016-00-00 Institute of Education Sciences (ED) American Speech-Language-Hearing Association (ASHA) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 35 T http://dx.doi.org/10.1177/1468798416667542 2018 69 As Provided JAN2020 Yes R305B130013 U01HD060296

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Yes Vocational Education Educational Benefits Skill Development Job Skills Dropout Prevention Employment Potential Postsecondary Education Unemployment Career Change Conneely, Nancy Hyslop, Alisha Reports - Descriptive Association for Career and Technical Education (ACTE) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) English Postsecondary Education For nearly a century, career and technical education (CTE) programs across the United States have focused on equipping students with technical and life skills to help them become productive citizens. This brief report presents the benefits of CTE. ED580923 CTE: Education for a Strong Economy Association for Career and Technical Education (ACTE) 2018-00-00 2 Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site: http://www.acteonline.org N/A 2018 0 ERIC JAN2020

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Yes Foreign Countries Principals Administrator Qualifications Governance Secondary Schools Public Schools Administrator Surveys Questionnaires Competence Administrator Responsibility Victor, Akinfolarin Akinwale Journal Articles Reports - Research Nigeria ISSN-2521-0041 English Secondary Education This study analyses principals' managerial competencies for effective management of school resources in secondary schools in Anambra State. The study was conducted in Anambra State. The study population comprised 257 principals in public secondary schools in the State. The study adopted a descriptive survey design. A 24 items researcher developed instrument titled "Principals' Managerial Competencies for Effective Management of School Resources Questionnaire" ("PMCEMSRQ") was used for data collection. The Cronbach alpha was used to determine the reliability of the instrument which yielded a high reliability coefficient of 0.85. The study found out that secondary school principals' in Anambra State do not have managerial competencies in procurement of physical and instructional materials, provision of e-library facilities and equipping classrooms and offices with needed furniture for effective material resource management. The study also found out that school principals' have managerial competencies in prioritizing financial allocation according to school needs, keeping accurate financial information of the school, ensuring accountability in all school expenditures, carrying out periodic auditing of school budgets and adopting cost-saving strategies for effective financial resource management among others. The study recommended that School principals' should strive to acquire managerial competencies in involving teachers' in decision making, organizing seminars and workshops for professional advancement of teachers, providing incentives' for students' for effective human resource management in schools, procurement of physical and instructional materials, provision of e-library facilities and equipping classrooms and offices with needed furniture and other school materials for effective material resource. Conclusion was drawn. ED580924 Analysis of Principals' Managerial Competencies for Effective Management of School Resources in Secondary Schools in Anambra State, Nigeria Online Submission IJSSHE-International Journal of Social Sciences, Humanities and Education v1 n4 p236-245 2017 2017-00-00 10 T 2018 20 As Provided JAN2020

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Yes Educational Games Video Games Computer Science Education Programming Programming Languages Instructional Design High School Students Undergraduate Students Hinds, Matthew Baghaei, Nilufar Ragon, Pedrito Lambert, Jonathon Rajakaruna, Tharindu Houghton, Travers Dacey, Simon Speeches/Meeting Papers Reports - Descriptive English High Schools Programming promotes critical thinking, problem solving and analytic skills through creating solutions that can solve everyday problems. However, learning programming can be a daunting experience for a lot of students. "RunJumpCode" is an educational 2D platformer video game, designed and developed in Unity, to teach players the fundamental concepts of C# programming. The game enhances the player's programming knowledge by providing a fun range of challenges and puzzles to solve. We promoted the interaction of programming through a "Code Box", allowing players to enter lines of predefined code that modifies in-game objects. This tool is essential in completing the challenges and puzzles we designed. To allow alterations of its properties, we made further manipulation of each object possible, which would give the player creative freedom to complete each level. Quizzes and journals were utilized to assess and collate their learnt material for future reference. In addition, we created a mobile application to track each player's statistics throughout the game and compare their progress with other users. A full evaluation study has been planned, the goal of which is to examine the effect of using the system on students' learning. [For the complete proceedings, see ED579190.] ED579193 RunJumpCode: An Educational Game for Educating Programming International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 9 As Provided JAN2020

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Yes Informal Education Telecommunications Second Language Learning Second Language Instruction Computer Software Teaching Methods Usability Feedback (Response) Independent Study Case Studies Computer Assisted Instruction Handheld Devices Semi Structured Interviews Content Analysis Sendurur, Emine Efendioglu, Esra Çaliskan, Neslihan Yondemir Boldbaatar, Nomin Kandin, Emine Namazli, Sevinç Speeches/Meeting Papers Reports - Research English This study is designed to understand the informal language learners' experiences of m-learning applications. The aim is two-folded: (i) to extract the reasons why m-learning applications are preferred and (ii) to explore the user experience of Duolingo m-learning application. We interviewed 18 voluntary Duolingo users. The findings suggest that mobile language learning applications are perceived as complementary tools. They believe that it is impossible to learn a complete language only through the use of these apps. They find them convenient, because they spend tiny periods of their leisure such as coffee breaks at work on these applications. Duolingo is one of the most downloaded apps in the market. The participants like the method the app follows. Step-by-step flow, gamification, immediate feedback, high usability, and effortless use of the app can be considered as the good parts of user experience. Notifications could turn into a burden for some users. For advanced level users, the level of challenges is quite low. However, the flexible features and being almost completely free can contribute to the user experience in a positive manner. [For the complete proceedings, see ED579190.] ED579194 The M-Learning Experience of Language Learners in Informal Settings International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 18 As Provided JAN2020

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No School Districts Suburban Schools Faculty Development Instructional Leadership Phenomenology Qualitative Research Professional Training Teaching Methods Culturally Relevant Education Student Diversity White Students Minority Group Students Elementary School Teachers Middle School Teachers Secondary School Teachers Jones, Eva L. Dissertations/Theses - Doctoral Dissertations New York EISSN- English Elementary Education According to the National Center for Educational Statistics (NCES), minority populations are increasing significantly and are predicted to become the majority nationwide by 2024 (Kena et al., 2015). Frankenberg & Orfield (2012) explain that suburban schools are struggling with the realization that their schools are more racially/ethnically and socio-economically diverse. Further difficulties arise when teachers see race, ethnic or socio-economic differences from a deficit point of view, one where a child's culture, home life and perspectives are viewed negatively (Terrell & Lindsey, 2009). Lack of cultural understanding leads educators to underappreciate family and cultural belief systems as well as academic potential of minority students (Nelson & Guerra, 2014). As a result, districts are failing to close the achievement gap that exists between white students and minority students and students in poverty (Ladson-Billings, 2006). Extended training in culturally responsive teaching is necessary to shift a deficit mindset to one of full appreciation and advocacy for what students' race and socio-economic status add to the classroom (Ebersol, Kanahele-Mossman & Kawakami, 2015; Terrell & Lindsey, 2009). The purpose of this qualitative study is to explore the role of professional learning in developing cultural proficiency among teachers and building leaders and its impact on instructional practices that are responsive to the needs of racially and ethnically diverse student groups and students of poverty. Through the lens of cultural proficiency (Terrell & Lindsey, 2009), and Learning Forward Standards for Professional Learning, (Mizell, Hord, Killion & Hirsh, 2011) the researcher used a phenomenological approach to research and conducted interviews with a district administrator/coordinator of professional development, a principal, eleven teachers (elementary and/or middle school and/or high school) in three suburban districts in upstate New York. The findings of this study reveal that professional development was aimed at increasing educators' sensitivity and responsiveness toward English Language Learners, special education students, people of color and families living in poverty. Interview narrative revealed that these districts adhered to most tenets of the Learning Forward Standards for Professional Learning by partnering with teachers to develop job embedded, ongoing professional development offered in a variety of formats with internal and external expertise. Educators in these suburban districts, trained in cultural proficiency, were dedicated to increasing the likelihood of school readiness and creating opportunities to share and celebrate cultural differences. All three districts plan to continue to provide professional development that breaks down implicit bias, provides best practices for low SES students, special education students and 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.] ED580703 Understanding Diversity in Suburban School Districts: The Impact of Culturally Proficient Professional Development and School Leadership ProQuest LLC Ed.D. Dissertation, Sage Graduate School 2017-00-00 978-0-3554-6864-9 193 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:10637950 2018 As Provided JAN2020

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No Quasiexperimental Design Reflection Mixed Methods Research Self Efficacy Graduate Students Design Social Theories Social Cognition Constructivism (Learning) Program Effectiveness Writing Assignments Cues Writing Strategies Chateauvert, Christina Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education While the concept of reflection is not new to education, researchers suggest that students be given more space to engage in meaning-making activities (Sambrook & Willmott, 2014). In recent years, there has been an increased emphasis placed in education on self-reflection. In part, because of Donald Schon's (1983, 1987) work on reflection-in-action and reflection-on-action. Schon's view of reflection- in-action puts students in the "midst of action," reshaping the problem or experience, and making fresh decisions to guide next steps. Reflection-on-action allows students to think back on what has occurred and how that experience will shape future decisions. Taking a similar approach as Schon, David Boud, Rosemary Keogh, and David Walker (as cited in Hong & Choi, 2011; Mann, Gordon, & MacLeod, 2009) describe reflection as a way for individuals to take a step back from their experiences, think through what has happen as it related to emotions felt, and then evaluate the situation from a new point of understanding. Reflection provides an avenue for students to explore their relationship with the changing world and start to build their perceptions of self and in the context of their professions. Design students are not only faced with challenges in an every changing world but also lack the strategies to increase levels of self-efficacy. This poses a problem on how best to impact the development of self-efficacy in students using reflective practices and has several implications on the way in which instruction can be designed to create deeper reflection in students within the academic setting. This mix-methods quasi-experimental study attempted to explore the impact of using reflection as a tool to increase self-efficacy in graduate design students. The goal was to examine how various reflective writing prompts impacted the level of self-efficacy and reflection levels of the graduate design student. Social cognitive theory (Bandura, 1997), constructivism and reflective practices (Schon, 1983, 1987) guided this study. Both qualitative and quantitative data was collected and analyzed to provide a comprehensive view of the research. Findings indicated that self-efficacy decreased over the course of the semester. The study also set out to examine how various reflective writing prompts impacted the level of reflection of graduate design students. As analyzed by the REFLECT rubric, results indicated that the reflection-on-action writing strategy produced the highest level of reflection in graduate design students. Some participants challenged their beliefs in light of new perspectives, resulting in changed perceptions and growth. Others maintained a consistent view of their definitions of design, instruction, and themselves as a designer. Those who challenged their current thinking reached higher levels of reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580704 Quasi-Experimental Research Study Examining the Impact of Reflection on Self-Efficacy in Graduate Design Students ProQuest LLC Ph.D. Dissertation, Wayne State University 2017-00-00 978-0-3554-6954-7 288 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10636299 2018 As Provided JAN2020

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No Success Research Reports Child Care Centers Educational Improvement Program Effectiveness Program Evaluation Program Implementation Outcomes of Education Educational Quality Quality Assurance Program Descriptions Models Evaluation Methods Research Needs Program Design Synthesis Educational Change Preschool Education Statistical Analysis Multivariate Analysis Observation Surveys Interviews Warner-Richter, Mallory Lowe, Claire Tout, Kathryn Epstein, Dale Li, Weilin Reports - Research Pennsylvania (Philadelphia) Child Trends English Preschool Education The Success By 6® (SB6) initiative is designed to support early care and education centers in improving and sustaining quality in Pennsylvania's Keystone STARS Quality Rating and Improvement System (QRIS). This SB6 evaluation report examines implementation and outcomes. The findings have implications for SB6 continous quality improvement process and can inform the broader field of ECE quality improvement. SB6 is at a point in implementation that is ideal for reflection and evaluation. This report includes: (1) Background information about quality improvement initiatives similar to SB6 and what is known nationally and in Pennsylvania about movement up the quality levels in a QRIS; (2) A description of SB6 and its components (including a logic model); (3) A brief overview of the evaluation questions and methods; (4) Evaluation findings related to SB6 design, implementation and success rate; and (5) A synthesis of key themes and recommendations. [For the executive summary to this report, the technical appendix, and the program design appendix, "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Executive Summary. Publication #2016-07A," see ED579960; "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Technical Appendix. Publication #2016-07B," see ED579961; and "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Program Design Appendix. Publication #2016-07C," see ED579962.] ED579959 Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Final Report. Publication #2016-07 Child Trends 2016-02-00 William Penn Foundation 44 Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org N/A http://www.childtrends.org/wp-content/uploads/2016/02/2016-07SuccessBySixReport.pdf 2018 13 ERIC JAN2020 ED573043

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No Success Research Reports Child Care Centers Educational Improvement Program Effectiveness Program Evaluation Program Implementation Outcomes of Education Educational Quality Quality Assurance Program Descriptions Models Evaluation Methods Research Needs Program Design Synthesis Educational Change Preschool Education Statistical Analysis Multivariate Analysis Observation Surveys Interviews Warner-Richter, Mallory Lowe, Claire Tout, Kathryn Epstein, Dale Li, Weilin Reports - Research Pennsylvania (Philadelphia) Child Trends English Preschool Education The Success By 6® (SB6) initiative is designed to support early care and education centers in improving and sustaining quality in Pennsylvania's Keystone STARS Quality Rating and Improvement System (QRIS). The SB6 evaluation report examines implementation and outcomes. The findings have implications for SB6 continous quality improvement process and can inform the broader field of ECE quality improvement. SB6 is at a point in implementation that is ideal for reflection and evaluation. This report provides a summary of the full report. [For the full report, the technical appendix, and the program design appendix, "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Final Report. Publication #2016-07," see ED579959; "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Technical Appendix. Publication #2016-07B," see ED579961; and "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Program Design Appendix. Publication #2016-07C," see ED579962.] ED579960 Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Executive Summary. Publication #2016-07A Child Trends 2016-02-00 William Penn Foundation 8 Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org N/A http://www.childtrends.org/wp-content/uploads/2016/02/2016-07SuccessBySixReport.pdf 2018 0 ERIC JAN2020 ED573043

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Yes Job Skills Employment Qualifications Job Training Training Methods Change Strategies Skilled Occupations Skilled Workers Reports - Evaluative New York California Washington Ohio Oklahoma MDRC English Many adults--particularly those with just a high school education--struggle to get and keep jobs that pay enough to support their families and permit upward mobility. At the same time, some employers report difficulty finding people with the right skills to meet their needs. Programs that target in-demand industries or sectors and heavily involve employers in training and work-based learning are effective when well implemented. These approaches can be used for different populations at different stages of their education and employment trajectory--from high school students to the long-term unemployed--and help them build pathways to careers. They can also assist dislocated workers and those without 21st-century skills to (re)gain a foothold in the job market, while helping employers find the skilled workers they need. The policy memo answers two questions: (1) What do we know? and (2) What are the common lessons across successful programs? ED579422 The Power of Career- and Employer-Focused Training and Education. Looking Forward MDRC 2017-03-00 Annie E. Casey Foundation 2 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 0 ERIC JAN2020

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No Communities of Practice Public Schools Program Implementation School Culture Educational Practices Teacher Collaboration Change Agents Educational Theories Educational Change Qualitative Research Grounded Theory Observation Semi Structured Interviews Suburban Schools Middle Schools Small Classes Middle Class Whites Teacher Characteristics Student Characteristics Educational Attainment Teacher Motivation Professionalism Collegiality Professional Autonomy Faculty Development Data Analysis Educational Development Bradshaw, Elizabeth A. Dissertations/Theses - Doctoral Dissertations New York (New York) EISSN- English Middle Schools The paper explores if systemic implementation of collaborative practices impacts the educational culture of a school. Using the fundamental principles of Professional Learning Communities, the research analyzed what collaborative practices were implemented and if they were successful as cultural change agents. Section one discusses the different educational theories on educational reform in the United States. The second section discusses the educational literature, research, and issues that often inhibit the use of collaboration as a viable type reform in some parts of the United States. Section three outlines the structure of the study. The qualitative, grounded theory study, utilized the following methods for data collection: close observation, semi-structured interviews, and artifact collection. The school used in the study was a suburban New York public middle school. The demographics of the school were: small class sizes, middle class, and predominantly Caucasian. The school faculty was: educated, motivated, and predominantly Caucasian. The data was assessed in section four. This section used the research questions to assess the degree of collaboration in the school's culture. The main concepts assessed were: (One) the professionalism, collegiality, autonomy, and respect present in the school, (Two) the school's understanding and application of PLC principles, (Three) the role of PD in the district, and (Four) the district level of support for collaborative practices. The final section presents the outcomes of the study. Using a rubric, the data was analyzed to see where the school lies on a PLC continuum. This analysis was then used to formulate an action plan to further the school's cultural development, as well as, an implementation plan for schools looking to move towards a collaborative culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579423 The Effects of Systemically Implemented Professional Learning Communities on the Educational Culture of a Public School ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-4888-0 300 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:10668949 2018 As Provided JAN2020

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No Success Research Reports Child Care Centers Quality Assurance Data Collection Institutional Characteristics Institutional Survival Probability Tables (Data) Research Methodology Research Design Preschool Education Program Evaluation Educational Quality Educational Improvement Surveys Interviews Observation Qualitative Research Statistical Analysis Multivariate Analysis Regression (Statistics) Warner-Richter, Mallory Lowe, Claire Tout, Kathryn Epstein, Dale Li, Weilin Numerical/Quantitative Data Reports - Research Pennsylvania (Philadelphia) Child Trends English Preschool Education The Success By 6® (SB6) initiative is designed to support early care and education centers in improving and sustaining quality in Pennsylvania's Keystone STARS Quality Rating and Improvement System (QRIS). The SB6 evaluation report examines implementation and outcomes. The findings have implications for SB6 continous quality improvement process and can inform the broader field of ECE quality improvement. SB6 is at a point in implementation that is ideal for reflection and evaluation. This technical appendix accompanies the report and provides more information and details on methodology, as well as additional results in implementation and outcomes. [For the full report, the executive summary, and the program design appendix, "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Final Report. Publication #2016-07," see ED579959; "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Executive Summary. Publication #2016-07A," see ED579960; and "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Program Design Appendix. Publication #2016-07C," see ED579962.] ED579961 Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Technical Appendix. Publication #2016-07B Child Trends 2016-02-00 William Penn Foundation 11 Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org N/A http://www.childtrends.org/wp-content/uploads/2016/02/2016-07SuccessBySixReport.pdf 2018 0 ERIC JAN2020

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No Child Care Centers Success Educational Quality Educational Improvement Quality Assurance Program Design Fidelity Research Needs Program Implementation Best Practices Alignment (Education) Change Strategies Preschool Education Program Effectiveness Program Evaluation Warner-Richter, Mallory Lowe, Claire Tout, Kathryn Epstein, Dale Li, Weilin Reports - Research Pennsylvania (Philadelphia) Child Trends English Preschool Education The Success By 6® (SB6) initiative is designed to support early care and education centers in improving and sustaining quality in Pennsylvania's Keystone STARS Quality Rating and Improvement System (QRIS). The SB6 evaluation report examines implementation and outcomes. The findings have implications for SB6 continous quality improvement process and can inform the broader field of ECE quality improvement. SB6 is at a point in implementation that is ideal for reflection and evaluation. This Program Design appendix accompanies the report and analyzes whether and how the key components of SB6 align with effective practices in early care and education quality improvement. We also provide recommendations for SB6 design. [For the full report, the executive summary, and the technical appendix, "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Final Report. Publication #2016-07," see ED579959; "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Executive Summary. Publication #2016-07A," see ED579960; and "Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Technical Appendix. Publication #2016-07B," see ED579961.] ED579962 Improving Quality for Child Care Centers in Greater Philadelphia: An Evaluation of Success by 6®. Program Design Appendix. Publication #2016-07C Child Trends 2016-02-00 William Penn Foundation 19 Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org N/A http://www.childtrends.org/wp-content/uploads/2016/02/2016-07SuccessBySixReport.pdf 2018 5 ERIC JAN2020

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No Catholic Schools Elementary Schools Strategic Planning Demography Census Figures Data Analysis Content Analysis Population Trends Sustainability Leadership Standards Benchmarking School Effectiveness Secondary Schools Semmler, Carl A. Dissertations/Theses - Doctoral Dissertations California (Los Angeles) California (Sacramento) Michigan (Detroit) Michigan EISSN- English Elementary Education The population of the Catholic elementary schools has been on the downward trend for over half a century. Various Catholic (arch)dioceses have responded by creating strategic plans for their elementary and secondary institutions of education. Shifts in demographics and population migration have been noted in both secular and non-secular data. These (arch)dioceses vary in their demographic trends, as well as the design of their strategic plans for Catholic schools. There has also been much written about strategic planning from both secular and non-secular experts. This research seeks to examine if patterns exist in the strategic planning efforts of (arch)dioceses with similar demographic conditions when aligned to each other and the strategic planning components from both secular and non-secular organizations. This research has utilized data from the United States Census and well as the Catholic Almanac in order to determine shifts in demographics between the years 2000 and 2010. These data determined the sampling of (arch)diocesan strategic plans for Catholic schools chosen to be examined. Two (arch)dioceses were chosen based upon demographic changes that indicated strengths and two (arch)dioceses were chosen based upon demographic changes that indicated opportunities. The sample chosen was the Archdiocese of Los Angeles, the Diocese of Sacramento, the Archdiocese of Detroit and the Diocese of Lansing, respectively. One secular document and one non-secular document was chosen among the publications from experts in the field. The two documents chosen were the "Brandlogic 2012 Sustainability Leadership Report" and the "National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools," respectively. A content analysis of all six reports was completed in order to determine patterns, parallels and commonalities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579424 An Analysis of the Strategic Planning Efforts of (Arch)Dioceses with Similar Demographic Conditions ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2016-00-00 978-0-3553-4887-3 189 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:10668948 2018 As Provided JAN2020

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No Poverty High School Students High School Graduates Graduation Rate Longitudinal Studies School Statistics Predictor Variables Data Analysis Educational Assessment Educational Indicators Correlation Multiple Regression Analysis Statistical Significance Family Characteristics Institutional Characteristics Teacher Characteristics Well Being Influences Achievement Need Henderson, Linda Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Education is pivotal to a better life for many individuals. Unfortunately, a large number of adolescents in poverty fail to complete high school; thereby limiting their opportunities for better employment options. However, there are adolescents who live in poverty and successfully complete high school, despite the adversities. This study, using archival data from the High School Longitudinal Studies of 2009 (HSLS:09) dataset, examined over 130 variables divided into four domains, family, school, teacher, and subjective well-being, and their influences on adolescents living in poverty who complete high school. Correlations and multiple regressions analysis were used to determine the predictors that were statistically significant in identifying which factors were associated with students who completed high school. Results of this study revealed several variables of significance for each research question. Family variables included parents in the home, parents' education level, mobility, and suspension as significantly related to high school graduation. School variables significantly related to high school completion included adequate resources, disrespect perceived by the teacher, and the math teacher not returning. Teacher variables statistically significant were math teacher entered education through alternative certification program and the science teacher sets high standards for students' learning. Student well-being variable results that were statistically significant in this study included getting good grades is important to the student, student's perception that the science teacher treats all students fairly, adolescent works for wages, and student's closest friend plan to go to 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.] ED579425 Poverty and High School Graduation: What Are the Associated Variables? ProQuest LLC Ed.D. Dissertation, University of Houston-Clear Lake 2017-00-00 978-0-3553-6297-8 238 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:10670098 2018 As Provided JAN2020

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No Skill Development Corporate Education Electronic Learning Semi Structured Interviews Relevance (Education) Educational Attitudes Employee Attitudes Educational Needs Job Performance Capacity Building Learning Experience Occupational Surveys Grounded Theory Hewitt, Jason C. Dissertations/Theses - Doctoral Dissertations EISSN- English Given corporations increasing reliance on the use e-learning modules for their employees assumed learning and development, this study sought to understand the perceptions and experiences of individual's who undergo e-learning modules as attempts to increase their knowledge and skills to be successful in their work assignments in a corporate setting. Given limited academic literature and known theory on Corporate E-Learning grounded theory methodology was employed to simultaneously collect and analyze data (Glaser & Strauss, 1967; Corbin & Strauss, 2008). Data for the study was derived from semi-structured interviews conducted with 14 e-learners from three corporations in a small urban area within the northeastern United States. Three categories characterizing their experience emerged from the interview data and are as follows: (1) Relevance of e-learning content in regards to self-reported needs, (2) employee commitment to learning and development, and (3) employee assessment of e-learning availability, applicability, and support. This study sought to understand if e-learning modules can help individuals learn and develop the knowledge and skills necessary to be successful in their work assignments. An outcome of this examination of e-learning from the employee's perspective was to provide empirical knowledge and theory to improve e-learning courses and modules (both content and delivery thereof). Implications for further research and industry practice are articulated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580705 Assessing Learner Perception of Corporate E-Learning Knowledge and Skill Development ProQuest LLC Ph.D. Dissertation, Gannon University 2017-00-00 978-0-3552-8875-9 183 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:10634783 2018 As Provided JAN2020

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No Social Capital Expertise Educational Researchers Communities of Practice Social Networks Bibliometrics Interdisciplinary Approach Authors Network Analysis Cooperation Collaborative Writing Forte, Christine E. Dissertations/Theses - Doctoral Dissertations EISSN- English This exploratory study applies social network analysis techniques to existing, publicly available data to understand collaboration patterns within the co-author network of a federally-funded, interdisciplinary research program. The central questions asked: What underlying social capital structures can be determined about a group of researchers from bibliometric data and other publicly available existing data? What are ways social network tools characterize the interdisciplinarity or cross-disciplinarity of co-author teams? The names of 411 grantees were searched in the Web of Science indexing database; author information from the WoS search results resulted in a 191-member co-author network. Research domains were included as attribute data for the co-author network. UCINet social network analysis software calculated a large 60 node component and two larger components with 12 and 8 nodes respectively, the remainder of the network consisted of smaller 2-5 node components. Within the 191-node co-author network the following analyses were performed to learn more about the structural social capital of this group: Degree and Eigenvector centrality measures, brokerage measures, and constraint measures. Additionally, ten randomly selected dyads and the five 4-node cliques within the 191-node network were examined to find patterns of cross-disciplinary collaboration among researcher and within award teams. Award numbers were added as attribute data to five 4-node cliques and 10 random dyads; these showed instances of collaboration among interdisciplinary award teams. Collaboration patterns across disciplines are discussed. Data from this research could serve as a baseline measure for growth in future analyses of the case studied. This method is recommended as a tool to gain insights to a research community and to track publication collaboration growth over time. This research method shows potential as a way to identify aspects of a research community's social structural capital, particularly within an interdisciplinary network to highlight where researchers are working well together or to learn where there is little collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580706 Seeking Social Capital and Expertise in a Newly-Formed Research Community: A Co-Author Analysis ProQuest LLC Ed.D. Dissertation, Pepperdine University 2017-00-00 978-0-3554-78891 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:10636476 2018 As Provided JAN2020

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Yes Annual Reports Strategic Planning Accountability Program Effectiveness Organizational Objectives Change Strategies Income Educational Finance Postsecondary Education Government Role Investment Foreign Countries Reports - Evaluative Canada Ministry of Advanced Education (British Columbia) English Higher Education In 2013/14, the Ministry of Advanced Education invested $1.9 billion in operating funding for the post-secondary education system, up from $1.4 billion in 2001. This direct investment resulted in $5.2 billion in annual expenses at British Columbia's (B.C.'s) public post-secondary institutions to provide high quality education to over 430,000 learners, awarded 56,000 certificates, diplomas and degrees and provided continued financial support for over 69,000 learners. The goal of this government is to make sure British Columbians are first in line to take advantage of the one million job openings in B.C. they are expecting by 2022. The ability of British Columbians to take full advantage of B.C.'s growing economy is determined in part by ensuring that the right training is available at their post-secondary institutions in different regions of the province. At the same time B.C. needs to ensure they are stretching the value of every dollar provided by taxpayers to B.C.'s institutions. To this end, B.C. has evaluated all of their programs and services as part of government's core review and identified key strategic shifts that will position their post-secondary system for greater success. The report is divided into the following sections: (1) Message from the Minister and Accountability Statement; (2) Highlights of the Year; (3) Purpose of the Ministry; (4) Strategic Context; (5) Report on Performance; (6) Goals, Objectives, Strategies and Performance Measures; (7) Report Resources: Summary Table; and (8) Annual Service Plan Report Appendices. ED579426 2013/14 Annual Service Plan Report Ministry of Advanced Education 2014-00-00 32 Ministry of Advanced Education. P.O. Box 9059, Station Provincial Government, Victoria, BC, Canada. Tel: 604-660-2421; e-mail: EnquiryBC@gov.bc.ca; Web site: http://www.aved.gov.bc.ca N/A 2018 0 ERIC JAN2020

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No Models Technology Integration Electronic Learning Teacher Attitudes Secondary School Teachers Mixed Methods Research Interviews Foreign Countries Teacher Surveys Technology Uses in Education Best Practices Faculty Development Pfaffe, Linda D. Dissertations/Theses - Doctoral Dissertations United States Mexico EISSN- English Secondary Education An examination of the perceptions of mLearning held by secondary teachers as well as mLearning best practices and professional development. Using the SAMR model (Puentedura, 2013) along with Romrell's (2014) definition of mLearning, this study evaluated mLearning activities (tools and applications) currently being used by secondary school teachers. The mLearning activities were also evaluated and measured against the SAMR model to determine their level of technology integration (substitution, augmentation, modification, and redefinition). This study also identified the challenges and obstacles standing in the way of creating these types of transformative mLearning activities. Four research questions guided this study. This study was an explanatory mixed methods study and the data was obtained from the online surveys and one-on-one interviews of secondary school teachers that have integrated mLearning (mobile learning) into their teaching. The 103 respondents came from 23 states across America as well as one respondent from Mexico. Six of the survey respondents were purposely selected for a one-on-one phone interview, the purpose of the interview was to clarify and expand upon the data collected from the survey responses. The data obtained was analyzed and the findings suggest that while most school districts are integrating various types of technology, mLearning best practices are not being presented, supported and developed in the districts' professional development. Furthermore, most districts are not supporting the use of technology integration models such as the SAMR model. The findings show that the respondents created mLearning activities most often at the Enhancement levels (Substitution and Augmentation) as opposed to the Transformational levels (Modification and Redefinition). The biggest challenges hindering the creation of Transformational mLearning activities were the lack of training and not enough time. Recommendations were made to shift focus from promoting technology tools and usage to supporting teachers in designing mLearning activities (personalized, situated, and connected using a mobile device) that support a transformation of learning and the development of 21st century 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.] ED579427 Using the SAMR Model as a Framework for Evaluating mLearning Activities and Supporting a Transformation of Learning ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-4894-1 231 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:10668955 2018 As Provided JAN2020

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No College Choice Qualitative Research Case Studies Social Class Urban Schools High School Students Enrollment Low Income Students Minority Group Students Decision Making Disproportionate Representation Family Characteristics Longitudinal Studies Personal Narratives School Districts Academic Aspiration Models College Bound Students Reavis, Tangela Blakely Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Although college enrollment rates have expanded over the last several decades, low-income students and students of color continue to face formidable barriers as they seek entry into higher education. While the existence of these barriers are often viewed as macro-level roadblocks that are largely systemic, much of the literature around access to higher education continues to use comprehensive college choice models as a way to explain how students as individuals come to arrive at a particular decision about whether and where to enroll in postsecondary education (Hossler & Gallagher, 1987; Hossler & Stage, 1992; Hossler, Smith & Vesper, 1999). These models are only partially useful in examining the college decision-making process because they assume that all students have access to the same information. Underrepresented students bring with them experiences that are situated in their family, school, community, and cultural contexts. This study unpacks the complexity of the college choice process by situating one's family background and school context in the broader system of social inequality (Bergerson, 2010). This longitudinal qualitative multi-site case study presents narratives of eight high school students attending two high schools in one urban school district. Participants were followed for four years, where they described their college aspirations, actions, and decisions from the ninth grade until the end of their senior year in grade twelve. Pierre Bourdieu's social reproduction theory (1979/1984) was used as a theoretical framework to investigate how family background and school selectivity shaped students' college aspirations and choice. The findings offer two contrasting pathways relative to the college choice process. The first pathway to college was interrupted in some way by the students' school, family, community, or a lack of support. In the second pathway, college choice was a relatively uninterrupted decision about where to attend college rather than if they should attend. Findings call for a reframing of "college choice" by introducing "college social conditioning", a new lens which places one's structural environment at the center of decision-making. Implications suggest the need for more intentional interventions and strategies that are aimed at challenging institutions, especially larger systemic barriers of 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.] ED579963 College Choice Interrupted or Facilitated: A Qualitative Case Study Examining How Social Class and Schools Structure Opportunity for Students in Urban High Schools ProQuest LLC Ph.D. Dissertation, The University of Wisconsin - Madison 2017-00-00 978-0-3552-3808-2 276 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:10623896 2018 As Provided JAN2020

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No Mental Health Sexuality Violence Correlation Rape Symptoms (Individual Disorders) Mixed Methods Research Christianity Church Related Colleges Disclosure Online Surveys Emotional Disturbances Campuses College Students Double, Katelin B. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education A mixed methodological approach was used to examine the impact of disclosure characteristics on mental health among individuals who have experienced campus sexual violence occurring at Christian and non-religiously affiliated universities. After completing an online survey, a sample of 97 participants qualified for the study. No disclosure and disclosure to both formal and informal sources were related to more symptomatic distress when compared with informal disclosure only. High positive informal reactions were also associated with more symptomatic distress among survivors disclosing to both formal and informal sources. Additionally, initial disclosure latency was negatively correlated with symptomatic distress. Implications of these results 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.] ED579964 Campus Sexual Violence: The Impact of Disclosure on Mental Health ProQuest LLC Psy.D. Dissertation, Fuller Theological Seminary, School of Psychology 2018-00-00 978-0-3553-6807-9 68 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10624022 2018 As Provided JAN2020

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Yes Telecommunications Interdisciplinary Approach College Students Learning Readiness Learning Processes Learning Motivation Blended Learning Program Descriptions Program Design Foreign Countries Student Surveys Student Attitudes Computer Science Education Handheld Devices Khryashchev, Vladimir Kasatkina, Natalia Sokolenko, Dmitry Speeches/Meeting Papers Reports - Research Russia English Higher Education The survey data suggest a high technical and sufficient psychological readiness of Yaroslavl State University students to use mobile devices in learning. The results of the research prove that students have an above the average level of interest and motivation in learning with the help of mobile devices. Nevertheless, it is obvious that there is a need for popularizing mobile learning among students through organization of explanatory talks and encouragement on the part of the teaching staff. Two multidisciplinary cases with using modern IT-technologies in university educational process are presented. [For the complete proceedings, see ED579190.] ED579195 Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 9 As Provided JAN2020

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Yes Telecommunications Handheld Devices Online Courses Learning Experience Computer Software Educational Environment Usability Student Needs Shcherbachenko, Larysa Nowakowski, Samuel Speeches/Meeting Papers Reports - Descriptive English One of the rapidly developing tools for online learning is learning through a mobile environment. Therefore, developing and improving mobile learning environments is an active topic now. One of the ways to adapt the learning environment to the user's needs is to use his context. Context of the user consists of the current context in online learning environment and physical context. This paper concentrates on the physical context and ways to improve the user's experience in a learning environment. For this an ontology-based system is presented, and Learning Context ontology is extended for User Context ontology. Also, a use-case is provided to show situations which will be covered by such an approach. [For the complete proceedings, see ED579190.] ED579196 Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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Yes Foreign Countries Electronic Learning Adoption (Ideas) Small Businesses Service Occupations Qualitative Research Interviews Program Implementation Educational Benefits Technology Uses in Education Handheld Devices Beutner, Marc Rüscher, Frederike Anna Speeches/Meeting Papers Reports - Research Germany English Mobile Learning (mLearning) is becoming popular in several parts of education. The increasing availability of mobile technology and devices is an important fact, which fosters this trend. However, even if it attracts more and more attention at huge enterprises it is not clear what small and medium enterprises (SMEs) think about Mobile Learning. Moreover, in a modern society, the Service Sector increases as well and here Mobile Learning could be a helpful concept to cope with rapid change and innovation on information. The texts provides results of an acceptance study with regard to Mobile Learning at SMEs in the Service Sector. This is related to advantages and disadvantages which companies expect. This qualitative interview study gathered information form 14 SMEs in Germany. As a basis for a successful implementation of mLearning in companies of the Service Sector the acceptance by decision makers and users is crucial. The results show that acceptance already exists but that there are a lot of challenges and requirements as well. [For the complete proceedings, see ED579190.] ED579197 Acceptance of Mobile Learning at SMEs of the Service Sector International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 28 As Provided JAN2020

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No Mixed Methods Research Case Studies Higher Education Partnerships in Education Place Based Education Institutional Characteristics Organizational Theories Profiles College Programs Focus Groups Interviews Transcripts (Written Records) Position Papers Content Analysis Teacher Surveys Administrator Surveys School Community Programs School Community Relationship Outreach Programs Raykes, Jeffrey Stuart Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Higher Education Colleges and universities are being increasingly recognized as key contributors to the well-being of the places in which they are located. However, in spite of the promise and potential of place-based engagement, there is little agreement about what place and place-building means or how these concepts can be operationalized in within the context of institutional community engagement (Siemers, Harrison, Clayton, & Stanley, 2015). The central purpose of this study was to explore these topics inside the institution with the aim of better understanding how place is being considered and built through institutional community engagement activities and partnerships. To accomplish this purpose, the study employed a unique explanatory mixed methods descriptive case study design that examined place and place-building at a single, highly-engaged, institution of higher learning located in northwestern Pennsylvania. The design used Organizational Place-Building Theory (OPBT) which is designed to explain the degree to which institutions value and invest in their social and geographic locations (Kimball & Thomas, 2012). In other words, how they create place from space (Tuan, 1977). Using OPBT as a theoretical lens, the following three research questions guided the study: 1) how has the institution conceptualized place and place-building within the context of community engagement? 2) according to OPBT, what are the institution's place-building profiles? and 3) how, and to what degree, are the institution's place-building profiles reflected in its community engagement activities and partnerships? To answer these questions the study focused on the collection and analysis of three types of qualitative and quantitative data: institutional documents, survey results, and focus group interview transcripts. The purposeful sample for this research consisted of institutional administrators and faculty members who were directly involved in community engagement programing at the college. Findings from the study indicated that the institution is a highly-engaged place builder. The College conceptualizes place as being local and sees itself as mutually responsible for the well-being of the place in which it exists. The concentration of the institution's community engagement programming is in the local community and focused on the social, natural, and man-made aspects of place. The institution has adopted a relationship building role in the larger community that is focused on creating relationships that reflect reciprocity, structure, sustained commitment, and inclusion. The review of institutional documents, survey results, and focus group interview transcripts were analyzed The College was found to exhibit a highly contributive place-building profile through which the institution cultivates and promotes its role as a key player and contributor in the well-being of place. These findings provided a better understanding of how place and place-building are being considered and operationalized by one institution. This limitation presents opportunities for further study that employs the OPBT framework and the methods used here at other institutions interested in better understanding the place-based orientation of their community engagement activities and 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.] ED580707 Place Matters: A Mixed Methods Case Study of Institutional Place-Building in Higher Education ProQuest LLC D.Ed. Dissertation, Indiana University of Pennsylvania 2017-00-00 978-0-3554-3764-5 279 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:10636507 2018 As Provided JAN2020

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No Japanese Language Acquisition Linguistic Input Parent Child Relationship Grammar Phrase Structure Mothers Databases Language Usage Linguistic Theory Word Frequency Discourse Analysis Coding Infants Individual Differences Cues Form Classes (Languages) Language Patterns Observation Uno, Mariko Dissertations/Theses - Doctoral Dissertations EISSN- English The present dissertation extracted 17,291 questions from Aki, Ryo, and Tai and their mother's spontaneously produced speech data available in the CHILDES database (MacWhinney, 2000; Oshima-Takane & MacWhinney, 1998). The children's age ranged from 1;3 to 3;0. Their questions were coded for (1) yes/no questions that include a sentence-final question marker (ka?, no?, kanaa?), (2) wh -questions, (3) wa-ending questions, (4) one-word or -phrase particle questions, (5) one-word or -phrase questions without any overt lexicogrammatical marking, and (6) multi-word utterances without any overt lexicogrammatical question marking. By drawing on usage-based theories of language acquisition driven by frequency, meaning, and discourse, each question was also coded for whether the referent carried given or new discourse information and whether it was present or absent at the time of speaking. Children's questions emerged around their first birthday, and initially reliant on type-5 questions, and each child exhibited individual differences in both the relative emergence of interrogative cues and the pace. During the two-year observation period, the three children and their parents predominantly asked about referents that carried given information and were also present at the time of speaking, thus co-adapting to keep low the cognitive and communicative demands in their questioning behavior. When the much less frequent questions about referents that were new in the discourse and physically absent were posed, the three children (but not their parents) showed a linguistic sensitivity to the referential status of entities in the world and the mind of speakers in that they tended to use wa-ending as the preferred lexicogrammatical marking when asking about new and absent referents. Parental input seemed to explain only subtle patterns in the children's choice of questions, and the input-acquisition link became even less apparent when questions about new and absent referents were closely inspected; I argue that social asymmetries between children and parents shape the function of questions to such a great extent that the relation between parental input and language development is at best indirect in the acquisition of question constructions. This study seeks to bolster understandings of child-language acquisition and illuminate some of its meaning and usage driven mechanisms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580708 Developing Question Constructions in Japanese as a First Language: The Roles of Type of Referent and Parental Input ProQuest LLC Ph.D. Dissertation, Georgetown University 2017-00-00 978-0-3554-6645-4 658 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10636547 2018 As Provided JAN2020

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Yes Diabetes Computer Games Telecommunications Life Style Teaching Methods Health Education Evidence Based Practice Health Promotion Computer Software Child Health Instructional Effectiveness Health Behavior Foreign Countries Handheld Devices Baghaei, Nilufar Casey, John Nandigam, David Sarrafzadeh, Abdolhossein Maddison, Ralph Speeches/Meeting Papers Reports - Research New Zealand English Traditional methods for diabetic education rely heavily on written materials and there is only a limited amount of resources targeted at educating diabetic children. Mobile games can be effective, evidence-based, and motivating tools for the promotion of children's health. In our earlier work, we proposed a novel approach for designing computer games aimed for educating children with diabetes and applied our design strategy to a mobile Android game (Mario Brothers). In this paper, we report the findings of a preliminary evaluation study (n = 12) conducted over 1 week. The initial results showed that the children found the game engaging and improved their knowledge of healthy diet and lifestyle. [For the complete proceedings, see ED579190.] ED579198 Engaging Children in Diabetes Education through Mobile Games International Association for Development of the Information Society Source ID: Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Telecommunications Handheld Devices Self Evaluation (Individuals) Evaluation Methods Computer Assisted Testing Foreign Countries High School Freshmen Randomized Controlled Trials Program Effectiveness Skill Development Scores Interviews Student Attitudes Formative Evaluation Tests Lazarinis, Fotis Verykios, Vassilios S. Panagiotakopoulos, Chris Reports - Evaluative Speeches/Meeting Papers Greece English High Schools In this paper we present a mobile application for self-assessment. The work describes the main features of the application and focuses on its acceptance by students and the increase on their learning, through its usage in real testing settings. The application supports the retrieval of questions based on a number of criteria and it was evaluated with the aid of students who self-assessed their knowledge prior to in-class pencil and paper tests. An improvement in the performance of students who actively engaged with the system has been observed. [This work has been partially supported by a grant from Stavros Niarchos Foundation (SNF). For the complete proceedings, see ED579190.] ED579199 A Mobile Application for User Regulated Self-Assessments International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 16 As Provided JAN2020

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Yes Social Media Educational Technology Technology Uses in Education Student Motivation Telecommunications Handheld Devices Foreign Countries Interaction Hypothesis Testing Questionnaires Training Elementary Schools Private Schools Likert Scales Statistical Analysis Elementary School Teachers Pretests Posttests Teacher Attitudes Raza, Mehwish Speeches/Meeting Papers Reports - Research Tests/Questionnaires Pakistan English Elementary Education Facebook is world's leading social network, 29% of its active members represent Pakistan. This study utilized Facebook for teachers' in-service training. Thirty teachers from different parts of Pakistan took part in this training that lasted for ten weeks. The researcher tested the impact of three independent variables namely: social interactions, quality of experiences and behavior on learners' motivation (dependent variable). The hypothesis of this study propose a positive impact of independent variables on the dependent variable, the research was able to prove the hypothesis. [For the complete proceedings, see ED579190.] ED579200 Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 6 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 11 As Provided JAN2020

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Yes Foreign Countries Principals Human Capital Educational Practices Personnel Management Secondary Schools Administrative Organization School Administration School Personnel Mentors Secondary School Teachers Hypothesis Testing Questionnaires Faculty Development Training Grants Teacher Workshops Seminars Conferences (Gatherings) Chidi, Nnebedum Victor, Akinfolarin Akinwale Journal Articles Reports - Research Nigeria ISSN-2456-9992 English Secondary Education Unsatisfactory performance of secondary school students in external examinations in Oyo State seems to suggest lapses in principals' application of human capital development practices especially in the areas of training and mentoring of teachers to enhance instructional delivery. This unpleasant state of affair necessitated the researchers to investigate principals' human capital development practices for enhancing staff personnel administration in secondary schools in Oyo State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The descriptive survey design was adopted for the study. The study population comprised all the principals and teachers in government owned secondary schools in Oyo State. The researchers adopted a proportionate stratified sampling technique to draw 94 principals and 588 teachers. Two version of the researchers developed instrument titled ''Principals' Human Capital Development Practices Questionnaire (PHCDPQ)'' were used for data collection. The instrument was validated by three experts comprising two lecturers from the Department of Educational Management and Policy, and the other a specialist in Measurement and Evaluation all from the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument were ascertained using Cronbach Alpha and the co-efficient obtained for cluster, I and II of principals' version were 0.86 and 0.89 respectively while the co-efficient obtained for cluster, I and II of teachers version were 0.83 and 0.85 respectively. The administration of the instruments was done by the researchers together with ten research assistants who were briefed on what to do. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The results of the study showed among others that principals have not adequately employed training practices for enhancing staff personnel administration in secondary schools in Oyo State. It also revealed that there is no significant difference in the mean ratings of principals and teachers on principals' mentoring practices for enhancing staff personnel administration in secondary schools in Oyo State. Based on the findings, it was recommended among others that government should provide annual grants for principals to sponsor teachers workshops, seminars and conferences in order to enable them update their skills and knowledge on current issues and also help them adapt to innovation in educational practices. Conclusion was drawn. ED580925 Principals' Human Capital Development Practices for Enhancing Staff Personnel Administration in Secondary Schools in Oyo State, Nigeria Online Submission International Journal of Advanced Research and Publications (IJARP) v1 n5 p356-361 Nov 2017 2017-11-00 6 T 2018 14 As Provided JAN2020

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Yes Internet Information Technology Use Studies Foreign Countries Voting Television Political Issues Participation Postsecondary Education College Students Preservice Teachers Student Surveys Questionnaires Information Sources Statistical Analysis Radio Newspapers Web Sites Social Media Velicki, Damir Dumancic, Mario Topolovcan, Tomislav Journal Articles Reports - Research Croatia EISSN- English Postsecondary Education The Net Generation, a generation which grew up with digital media, differs from older generations which entered the world of digital media and the Internet afterwards. The Internet itself opened new possibilities of communication and participation in the sphere of politics as well. Research was conducted among students at the Faculty of Teacher Education in Zagreb and Baltazar Zaprešic Polytechnic in order to establish the degree to which students, the so called "digital natives," use the Internet for the purposes of political information, communication, and participation. Over two thirds of participants, young voters, voted in the parliamentary elections in Croatia in 2015, and in order to obtain information on political matters, they prefer using the Internet, but also use television to almost the same extent. According to the research results, the majority of the participants are ready to express their political opinions over the Internet. Half of the participants in no way show readiness to engage in political life by joining a political party, and a very small percentage of them are ready to take part in protest gatherings. In the segment of political participation, members of the Net Generation do not show a statistically significant difference when compared to older students of a non-teacher education polytechnic. ED580926 The Net Generation, the Internet, and Political Communication and Participation Online Submission Croatian Journal of Education v19 n1 p237-266 2017 2017-00-00 30 N/A 2018 34 As Provided JAN2020

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Yes Instructional Leadership State Departments of Education Faculty Development Principals Administrator Evaluation Assistant Principals Mentors Supervisors Supervision Communities of Practice Educational Improvement Riley, Derek L. Meredith, Julie Reports - Evaluative United States Policy Studies Associates, Inc. English Many states across the nation are working to improve school leadership, some on a substantial scale. Several factors encourage state-level work focused on principals, including: research evidence of principal effects on student learning, flexibility in the Every Student Succeeds Act (ESSA), new national professional standards for principals, lessons learned from teacher evaluation and development, and available support from organizations with a focus on school leadership. The Council of Chief State School Officers (CCSSO), with funding from The Wallace Foundation, supported states through two principal-focused "action groups" during the 2016-17 school year. Each action group convened teams of state staff for a series of facilitated in-person meetings and webinars through which each state could develop and carry out action plans that identified a problem of practice and strategies for rapid implementation. Teams included state education agency (SEA) division directors, program managers, and line staff. Twenty-eight states joined the groups, with a shared interest in working on principal evaluation and support and/or principal professional learning. This brief is intended to inform state leaders and others in the field about the participating states' efforts to strengthen the recruitment, preparation, support, and supervision of school leaders. It summarizes the state teams' priorities, accomplishments, and perspectives related to school leadership. These states are not representative of the nation, but their priorities and activities in school leadership reveal trends in approaches and needs, along with examples of state initiatives underway or planned. One-page state snapshots appear in the Appendix. The states generously shared the information and ideas presented in this report through (1) telephone interviews with 33 participants in 25 states and (2) a survey with responses from 55 participants in 25 states (70% response rate). Representatives from each participating state were given an opportunity to review and vet information shared about their state. [Prepared for Council of Chief State School Officers.] ED580215 State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups Policy Studies Associates, Inc. 2017-09-00 41 Policy Studies Associates, Inc. 1718 Connecticut Avenue NW Suite 400, Washington, DC 20009. Tel: 202-939-9780; Fax: 202-939-5732; Web site: http://www.policystudies.com N/A 2018 0 ERIC JAN2020

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Yes Early Intervention Infants Toddlers Disabilities Educational Legislation Equal Education Federal Legislation Delivery Systems Outcomes of Treatment Family Programs Financial Support Program Administration Reports - Descriptive Washington Individuals with Disabilities Education Act Part C Washington State Department of Early Learning (DEL) English This brief report provides facts about Early Support for Infants and Toddlers (ESIT) on the following topics: (1) What is the purpose of the IDEA Part C early intervention?; (2) Early intervention service delivery in Washington, July 1, 2015 through June 30, 2016; (3) Primary early intervention services; (4) What are the expected child outcomes?; (5) What are the expected family outcomes?; (6) Who administers the local early intervention system?; and (7) How is the program funded? ED580216 Fast Facts about Early Support for Infants and Toddlers (ESIT) Washington State Department of Early Learning 2017-01-26 2 Washington State Department of Early Learning. 1110 Jefferson Street SE, P.O. Box 40970, Olympia, Washington 98504. Tel: 866-482-4325; e-mail: communications@del.wa.gov; Web site: http://www.del.wa.gov N/A 2018 0 ERIC JAN2020

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Yes College Students Postsecondary Education Higher Education Student Mobility Student Characteristics Age Differences Gender Differences Institutional Characteristics Two Year Colleges Public Colleges Private Colleges Enrollment Instructional Program Divisions Geographic Location Numerical/Quantitative Data Reports - Descriptive National Student Clearinghouse Research Center English Higher Education Nearly 10 percent of all students attend multiple institutions in a single year. This brief report presents statistics on postsecondary student mobility: (1) Postsecondary Student One-Year Mobility Rates; (2) Distribution of Postsecondary Student One-Year Mobility; (3) Characteristics of 2014-15 Mobile Students; (4) Postsecondary Student One-Year Mobility Rates by Age Group; and (5) Postsecondary Student One-Year Mobility Rates by Gender. ED580217 Postsecondary Student Mobility. Snapshot™ Report, Spring 2016 National Student Clearinghouse 2016-00-00 Lumina Foundation 5 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 0 ERIC JAN2020

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No Prediction Linguistic Theory Language Acquisition Grammar Artificial Languages Children Adults Age Differences Cognitive Processes Psycholinguistics Cognitive Ability Memory Models Language Research Schuler, Kathryn Dolores Dissertations/Theses - Doctoral Dissertations EISSN- English In natural language, evidence suggests that, while some rules are productive (regular), applying broadly to new words, others are restricted to a specific set of lexical items (irregular). Further, the literature suggests that children make a categorical distinction between regular and irregular rules, applying only regular rules productively during acquisition. This strong distinction has led to the central question explored in this dissertation: what governs the acquisition of productive rules in children? In the literature, a number of approaches have been proposed to account for the productivity of some rules, but most fail to capture this acquisition process adequately. This dissertation focuses on one model of productivity, the Tolerance Principle, which has been shown to accurately predict productive rule formation on a number of rigorous measures. The goal of this dissertation is to test the Tolerance Principle as a model of productive rule acquisition using artificial grammar learning experiments in children and adults. To this end, we conduct three experiments to assess whether the Tolerance Principle can predict productive rule formation in children and adults. Across these three experiments, we find that the behavior of children is well predicted by the Tolerance Principle model, but the behavior of adults is not. Thus, a secondary goal of the dissertation is to argue that the Tolerance Principle is a model of productive rule formation that is exclusive to children. We hypothesize that cognitive differences between children and adults, particularly memory and cognitive control differences, may explain why the behavior of children but not adults is well predicted by the Tolerance Principle. We then demonstrate how these hypotheses can be tested in two further experiments with adults. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579965 The Acquisition of Productive Rules in Child and Adult Language Learners ProQuest LLC Ph.D. Dissertation, Georgetown University 2017-00-00 978-0-3552-4733-6 152 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:10624106 2018 As Provided JAN2020

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No Program Implementation Coaching (Performance) Electronic Learning Secondary School Mathematics Secondary School Science Mathematics Instruction Science Instruction Technological Literacy Action Research Mathematics Teachers Science Teachers Pedagogical Content Knowledge Technology Integration Educational Technology McKaveney, Edward W. Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education A number of national directives and successful case studies, focus on the need for change in teaching and learning, particularly emphasizing increasingly rigorous STEM learning tied to the use of ICT and digital tools for technological literacy and future workforce development. This action research study investigated the role of instructional coaching and digital resources as a means of redesigning math and science teacher lessons through the use of technological tools. In this case, it was desired to see technology go beyond a simple substitute or even augmentation of non-digital experiences to fully modify and redefine the implementation of rigorous and relevant student learning. Specifically, the coach's impact on pedagogical change and technological adoption was tied to measures of teacher Technological, Pedagogical, and Content Knowledge (TPACK) and application of the Substitution, Augmentation, Modification, Redefinition (SAMR) model and the Rigor Relevance Framework on the delivery of learning. This was carried out in order to demonstrate a successful model for second order instructional change in a ubiquitous technology environment whether it be school owned equipment or Bring Your Own Device (BYOD). Ultimately, the research showed a successful shift to digital learning that could be accelerated and nurtured through instructional coaching, with recommendations for building quality digital teaching and learning 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.] ED579966 The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science ProQuest LLC D.Ed. Dissertation, Capella University 2017-00-00 978-0-3553-3876-8 152 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:10633727 2018 As Provided JAN2020

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No Cartoons Novels Teaching Methods Interviews Student Attitudes Reading Materials Assignments Phenomenology Teacher Attitudes Visual Literacy Learner Engagement Social Justice Best Practices Greenfield, David Dissertations/Theses - Doctoral Dissertations EISSN- English The primary goal of this study was to investigate, document, and understand the reasons that educators who use graphic novels in their classrooms choose to use them, rather than traditional text. Secondary goals were to identify the classes they teach, and to identify commonalities and shared best practices. Interviews were scheduled, to provide data about learning objectives, students' reactions, the books they use, types of assignments, the criteria that they use to define the critical elements for success in their classes, as well as the instructors' own relationships with graphic novels. The phenomenological methodology was determined to be the most appropriate method to understand the teacher's experiences, and allowed the interview subjects to share and expound on their experiences, thoughts, feelings, images, and memories that described a baseline for the practice of using graphic novels in formal learning environment. The findings of the study were interesting, but not completely conclusive. The primary reason for using comics and graphic novels is teach and promote visual literacy, an important, and a critical skill in contemporary society. Another commonality is high level of student engagement and in the material. Although there are similarities among the other findings, including the encouragement of a love of reading, they actually illustrate the lack of standards and best practices and are based upon the preferences and practices of each individual teacher. The lack of standards also is seen in the teachers approach to using the genre to teach social justice, which ranges from a direct approach to addressing the issue through appropriate titles and assignments, to a more subtle and nuanced one, where individual panels are used rather than a complete 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.] ED580709 Beyond Super Heroes and Talking Animals: Social Justice in Graphic Novels in Education ProQuest LLC Ed.D. Dissertation, Pepperdine University 2017-00-00 978-0-3555-2169-6 130 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:10636592 2018 As Provided JAN2020

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No Middle School Teachers Teacher Attitudes Case Studies Rural Schools High Stakes Tests Test Preparation Administrators Language Arts Interviews Coding Teaching Methods Faculty Development Yeary, David Lee Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Students, educators, and schools across the country have been presented with challenges as a result of rigorous standards and high-complexity tests. The problem addressed in this case study was that teachers in a rural middle school in a southeastern state were preparing students to take a new high-stakes state-mandated assessment in English language arts with very little information about what should be done to best prepare students to perform well. Danielson's work on instructional leaders, Webb's work on alignment of standards and assessments, and Tankersley's research on alignment of instruction and assessment provided the frameworks for the study. The participants were 6 teachers and 2 administrators at a local rural middle school who either taught English language arts or supervised those teachers before the first administrations of the new test. The research questions were designed to gather through interviews, local educators' descriptions of their test preparation methods, activities, the information and training provided to them prior to the new tests, and their views about what was needed to better prepare students. Interview data were coded and analyzed for common themes. Findings were that participants felt they had limited prior information about the tests, that their previous instructional methods were ineffective, and that local teachers needed training in order to design and implement effective reading instruction aligned with test objectives to better prepare students for more rigorous academic tasks. This study and the resulting professional development project for teachers have the potential to affect positive social change at the local level by helping teachers improve literacy instruction aligned with standards and assessments. Consequently, students will be better prepared to access the increased rigor of the standards and the 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.] ED580710 A Case Study of Middle School Teachers' Preparations for High-Stakes Assessments ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-0145-8 282 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634927 2018 As Provided JAN2020

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Yes Foreign Countries College Faculty Teacher Motivation Teacher Effectiveness Department Heads Questionnaires Likert Scales Recognition (Achievement) Teacher Salaries Compensation (Remuneration) Faculty Development Educational Facilities Motivation Techniques Victor, Akinfolarin Akinwale Babatunde, Ehinola Gabriel Journal Articles Reports - Research Nigeria ISSN- English Higher Education This study investigated motivation and effective performance of academic staff in higher education. The research design was descriptive survey. The population comprises of all lecturers and heads of various departments in Adekunle Ajasin University, Akungba Akoko, Ondo State. Fifty (50) lecturers and ten (10) heads of department which was randomly selected for the study. Data was carefully collected through questionnaire measuring it item on a four (4) point likert-type-rating scale and properly analyzed using frequency count and simple percentage. The study revealed that encouragement for creativity and innovation, appreciation on genuine effort, award with impressive titles and acknowledge on achievement enhances the performance of university lecturers, also, 60% of the respondents agreed that there was lack of provision of regular payment of salary and other remuneration by the head to promote the performance. This study also revealed that provision of adequate chances for professional growth, instructional facilities arguments lecturer's performance. The following recommendations were made; Universities managers and other tertiary institution should continue to provide adequate chances for professional growth and research development, availability of Institutional facilities, good relationship with academic staff and prompt payment of lecturers' salaries to further advance their performance among others. ED580927 Motivation and Effective Performance of Academic Staff in Higher Education (Case Study of Adekunle Ajasin University, Ondo State, Nigeria) Online Submission International Journal of Innovation and Research in Educational Sciences v1 n2 p157-163 2014 2014-00-00 7 T 2018 31 As Provided JAN2020

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Yes Teacher Certification Academic Achievement English (Second Language) Language Proficiency English Language Learners Grade 4 Grade 5 Reading Achievement Mathematics Achievement Bilingual Teachers Alternative Teacher Certification Correlation Elementary School Students Elementary School Teachers Value Added Models Spanish Speaking Hierarchical Linear Modeling Standardized Tests Ruiz de Castilla, Verónica Reports - Research Numerical/Quantitative Data Texas (Houston) Regional Educational Laboratory Southwest (ED) National Center for Education Evaluation and Regional Assistance (ED) Southwest Educational Development Laboratory English Grade 4 Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest's English Learners Research Alliance sought information that districts can use when recruiting teachers and assigning them to schools and classrooms that serve large numbers of English learner students. To respond to this need, this study examined the relationships between teacher certification and growth in math and reading achievement and English proficiency among English learner students using data from the Houston Independent School District and the Texas Education Agency. The study assessed whether a teacher's certification type--bilingual or English as a second language--and certification route--additional exam (adding a certification area to an existing classroom teaching certificate by completing an exam), alternative (receiving certification through a nontraditional route that allows one to teach while completing the requirements), postbaccalaureate (completing a university program offered to people with a bachelor's degree or higher), or traditional (obtaining a bachelor's degree in education from an accredited university)--were correlated with growth in math achievement, reading achievement, and English proficiency (as measured by the most recent Texas state standardized exams) among English learner students whose home language is Spanish. Key findings from the main analysis are detailed and analyzed. Stakeholders may find the results of the study useful for understanding the teacher factors related to English learner student achievement, assigning teachers to English learner student classrooms at the school level, recruiting teachers at the school or district level, and developing standards for teachers of English learner students at the state level. ED580928 Teacher Certification and Academic Growth among English Learner Students in the Houston Independent School District. REL 2018-284 Regional Educational Laboratory Southwest 2018-02-00 48 Regional Educational Laboratory Southwest. 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 2018 38 ERIC JAN2020 Yes EDIES12C0012 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4516

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Yes Special Needs Students Elementary School Students Chemistry Teaching Methods Special Education Handheld Devices Computer Assisted Instruction Laboratory Equipment Scientific Concepts Disabilities Computer Software Educational Benefits Foreign Countries Gybas, Vojtech Kostolányová, Katerina Klubal, Libor Speeches/Meeting Papers Reports - Evaluative Czech Republic English Elementary Education The aim of this paper is to describe one of the learning option for pupils with special educational needs with the support of ICT in the educational area Man and Nature, "a basic knowledge of chemistry." Form of experimental teaching is not commonly used in elementary school special education. With the support of ICT, specifically the iPad, we can try a simple experiment as a demonstration of unusual subject matter: the solubility of the substances, the density of matter, detailed structure of the fabric surface. Perception of microscopic object details is very difficult and sometimes impossible for pupils with special educational needs. Working with a microscope is very difficult because of various pupils affection, such as fine motor skills disorder, visual disturbances and so on. But if we use an iPad and an appropriate application, we can do experiments very effectively also in a special elementary school. iPad, in connection with Magniscope appropriate tool, is a great tool to capture any detail that a student with moderate mental disorder cannot notice Pupils can "experiment" on their own, they can create screens. These screens can be used in the creation of interactive books in Book Creator--add their descriptions, reviews and previews. [For the complete proceedings, see ED579190.] ED579201 Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 6 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 21 As Provided JAN2020

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Yes Information Technology Technological Literacy Grounded Theory Health Physical Fitness Self Evaluation (Individuals) Business Models Innovation Telecommunications Handheld Devices Meetings Computer Software Attitudes Behavior Patterns Delphi Technique Petrovic, Otto Speeches/Meeting Papers Reports - Descriptive English Digital Natives are raised with computers and the Internet, which are a familiar part of their daily life. To gain insights into their attitude and behavior, methods and media for empirical research face new challenges like gamification, context oriented embedded research, integration of multiple data sources, and the increased importance of personal data. The paper presents and evaluates a method based on Delphi technique, which integrates multimedia data capturing in the field with multi-round face-to-face discussions. As the front end, a very fast and fuzzy platform was implemented, which is currently being used by over 100 million Digital Natives. It allows teaching the participants to use embedded research and to understand the impact of self-monitoring for health and fitness on business models, which was one central aim of the supported course. Additionally, it is used to gain insights into Digital Natives' attitude and behavior. [For the complete proceedings, see ED579190.] ED579202 D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 11 As Provided JAN2020

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Yes Science Education Engineering Education College Graduates Graduation Incidence Bachelors Degrees Gender Differences Masters Degrees Doctoral Degrees Intellectual Disciplines Numerical/Quantitative Data Reports - Descriptive National Student Clearinghouse Research Center English Higher Education From 2006 to 2016, degree completion in the so-called "hard sciences" increased in prevalence for both genders. Excluding social sciences and psychology, the percentage of bachelor's degrees accounted for by science and engineering disciplines increased five percentage points for men, and two percentage points for women. This brief report presents statistics on science and engineering degree completion by gender: (1) Science and Engineering Degrees as Percentage of All Degrees (2006, 2016); (2) Gender Distribution of Science and Engineering Degrees by Level (2006, 2016); (3) Gender Distribution of Bachelor's Degrees in Science and Engineering Disciplines (2006, 2016); (4) Gender Distribution of Master's Degrees in Science and Engineering Disciplines (2006, 2016); and (5) Gender Distribution of Doctoral Degrees in Science and Engineering Disciplines (2006, 2016). ED580218 Science and Engineering Degree Completion by Gender. Snapshot™ Report, Spring 2017 National Student Clearinghouse 2017-00-00 Lumina Foundation 5 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 0 ERIC JAN2020

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Yes Educational Discrimination Public Schools School Districts School District Size Low Income Students School Demography Population Trends Metropolitan Areas Family Income Equal Education Neighborhoods Social Discrimination Elementary Schools Regression (Statistics) Statistical Analysis Owens, Ann Reardon, Sean F. Jencks, Christopher Reports - Research ISSN- Stanford Center for Education Policy Analysis (CEPA) English Elementary Education Although trends in the racial segregation of schools are well documented, less is known about trends in "income" segregation. We use multiple data sources to document trends in income segregation between schools and school districts. Between-district income segregation of families with children enrolled in public school increased by over 15% from 1990 to 2010. Within large districts, between-school segregation of students who are eligible and ineligible for free lunch increased by over 40% from 1991 to 2012. Consistent with research on neighborhood segregation, we find that rising income inequality contributed to the rise in income segregation between schools and districts during this period. The rise in income segregation between both schools and districts may have serious implications for inequality in students' access to resources that bear on academic achievement. ED580219 Income Segregation between Schools and School Districts. CEPA Working Paper No. 16-04 Stanford Center for Education Policy Analysis 2016-05-00 55 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 65 As Provided JAN2020

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Yes Faculty Mobility Teacher Effectiveness Academic Achievement Public School Teachers Urban Schools Teacher Evaluation Incentives Program Effectiveness Quasiexperimental Design Mathematics Achievement Reading Achievement Statistical Analysis Adnot, Melinda Dee, Thomas Katz, Veronica Wyckoff, James Reports - Research District of Columbia ISSN- Stanford Center for Education Policy Analysis (CEPA) English In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 SD in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant. ED580220 Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03 Stanford Center for Education Policy Analysis 2016-01-00 Institute of Education Sciences (ED) National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research 42 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 36 As Provided JAN2020 Yes R305H140002 R305A060018

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No Computer Software Internet Computer Networks Engineering Information Systems Programming Languages DeSerranno, Allen Ronald Dissertations/Theses - Doctoral Dissertations EISSN- English Internet of Things ("IoT") systems are complex, asynchronous solutions often comprised of various software and hardware components developed in isolation of each other. These components function with different degrees of reliability and performance over an inherently unreliable network, the Internet. Many IoT systems are developed within silos that do not provide the ability to communicate or be interoperable with other systems and platforms. Literature exists on how these systems should be designed, how they should interoperate, and how they could be improved, but practice does not always consult literature. The work brings together a proposed reference architecture for the IoT and engineering practices for flow semantics found in existing literature with a commercial implementation of an IoT platform. It demonstrates that the proposed IoT reference architecture and flow-service-quality engineering practices when integrated together can produce a more robust system with increased functionality and interoperability. It shows how such practices can be implemented into a commercial solution, and explores the value provided to the system when implemented. This work contributes to the current understanding of how complex IoT systems can be developed to be more reliable and interoperable using reference architectures and flow semantics. The work highlights the value of integration of academic solutions with commercial implementations 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.] ED580711 Enhancing the Internet of Things Architecture with Flow Semantics ProQuest LLC D.B.A. Dissertation, University of South Florida 2017-00-00 978-0-3554-6382-8 152 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:10636797 2018 As Provided JAN2020

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No Postsecondary Education Critical Thinking Thinking Skills Teaching Methods History Instruction Content Analysis Institutional Mission Behavioral Objectives Course Descriptions Teacher Surveys Teacher Attitudes Teaching Skills Public Colleges College Programs Secondary School Curriculum Educational Practices Arrington, Walter T. Ted Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Postsecondary Education This study is an investigation and analysis of the teaching of critical thinking skills in eight public universities in Texas, in particular the History, Education, and Business departments. The study is, in part, a document analysis of the universities' mission statements, the departments' stated learning objectives, and two upper level undergraduate syllabi from each department. This phase of the study analyzed the maximal keyword and word sequence frequency within the documents, the search terms having been derived from critical thinking language and Bloom's Taxonomy and standing as proxies for critical thinking skills. A second phase of the study surveyed history professors at seventeen public and private Texas universities for their perspectives on teaching critical thinking skills. Results indicate that no college course in either history or education specifically prepares future teachers to teach critical thinking skills at the secondary level. A concerted effort needs to be made by education departments to provide discipline specific courses, e.g., Teaching History in Secondary Education, which include as part of that preparation the teaching of critical thinking skills to 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.] ED580712 An Analysis of the Teaching of Critical Thinking Skills in History in Postsecondary Education ProQuest LLC Ed.D. Dissertation, Texas Wesleyan University 2017-00-00 978-0-3554-8822-7 131 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:10636854 2018 As Provided JAN2020

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No Autobiographies Ethnography Undergraduate Students Writing (Composition) Reflection Program Effectiveness Teaching Methods Interviews Essays Student Attitudes Student Surveys Writing Instruction Hopkins, Justin B. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study is an examination of the outcomes of practicing autoethnography, specifically in the context of first-year undergraduate, writing-intensive courses. The researcher recounts his initial, inspiring encounter with autoethnography and explores the possibility of its pedagogical application in composition instruction. Autoethnography is a form of qualitative inquiry that combines personal reflection, aesthetic representation, and academic research and analysis to study the self in relation to social/cultural context (see the work of Ellis and Bochner, among others: e.g., Ellis & Bochner, 2000, 2016; Ellis, Adams, & Bochner, 2011; Hanauer, 2012a; Holman Jones, Adams, & Ellis, 2013; Denzin, 2014; Adams, Holman Jones, & Ellis, 2015). Using classroom research methodology (Dana and Yendol-Hoppey, 2014), the following questions are addressed: What are the outcomes of practicing autoethnography in a first-year undergraduate, writing-intensive course? More specifically, what are the benefits and the drawbacks, especially any that are unusual or unique, of practicing autoethnography in that context? That is, what do students gain, especially that they might not in another context, from the experience, and what does that experience risk and/or cost? Can practicing autoethnography be an appropriate and useful activity for first-year undergraduate students? Should compositionists consider pedagogically adopting autoethnography as an addition or alternative to traditional research writing assignments? A review of the relevant literature suggested a list of nine potential outcomes of practicing autoethnography: 1. Increased understanding of self. 2. Increased understanding of social/cultural context. 3. Increased understanding of connections between self and social/cultural context. 4. Confrontation of difficult experiences with therapeutic results. 5. Critical empowerment through challenging status quo. 6. Consideration of ethical issues. 7. Improved research skills. 8. Improved writing skills. 9. Improved critical thinking skills. Following the teaching of two sections of a first-year undergraduate, writing-intensive course, 11 student interviews and essays were analyzed, as well as 26 student surveys. Evidence was found of all nine outcomes and several others, including enjoyment of and the development of a sense of community through the process of practicing autoethnography. Critiques of and concerns about practicing autoethnography in the context of a first-year course were also expressed, chiefly the possible pressure and emotional vulnerability felt by some students in producing personal writing for assessment purposes. However, overall the evidence supports the researcher's belief that compositionists should consider pedagogically adopting this genre because of the unusual, if not unique outcomes of practicing, even and maybe especially at the undergraduate 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.] ED580713 The Story of Them: Outcomes of Practicing Autoethnography in Undergraduate Writing Courses ProQuest LLC Ph.D. Dissertation, Indiana University of Pennsylvania 2017-00-00 978-0-3554-9367-2 180 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:10637026 2018 As Provided JAN2020

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No Recreational Facilities Zoology Youth Opportunities Field Trips Environmental Education Personality Traits Conservation Education Knowledge Level Student Interests Student Behavior Student Attitudes Correlation Mixed Methods Research Likert Scales Questionnaires Semi Structured Interviews Ecological Factors Values Familiarity Burris, Alexandra M. Dissertations/Theses - Doctoral Dissertations EISSN- English In the face of massive global extinction, the mission of zoos for conservation education has increasing importance. Zoos are in a unique position to affect the development of youth in ways that are consistent with cultivating pro-environmental behaviors. The purpose of this study was to examine three intrinsic traits of youth important to the goals of conservation education: knowledge about animals, interest in animals, and value for animals. In particular, I explored the relationship between these three traits and the utterances and behaviors of youth zoo visitors during their visit. Using an embedded correlational data transformation mixed methods design, this study examined the experiences of 37 youth attending the zoo. Data collection sources included a drawing activity meant to assess the knowledge of youth about animals, Likert-type questionnaires meant to assess the youth's interest and value, and a semi-structured interview meant to ascertain critical moments from the youth's visit. The results of these instruments were paired with extensive video data of the youth's entire zoo visit. Results of the study indicated that youth organize their knowledge about animals around ecological and morphological concepts and that this forms the basis for their value of animals. The knowledge, interest, and value of youth zoo visitors did seem to correlate with some utterances and behaviors in the zoo, but learning talk was rare. Results also indicated that certain critical moments during the youth's visit were social in nature and centered on the behaviors of animals. These moments may be the most promising for influencing the development of knowledge, interest, and value. The discussion and implications sections of the study focus on the practical use of the findings for zoo education. The study points to the importance of studying intrinsic traits of youth as well as the important influences of the social and physical context on the development of these traits during a single zoo visit. Suggestions for future research are outlined based on these overarching 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.] ED580714 Knowledge, Interest, and Value of Youth Zoo Visitors ProQuest LLC Ph.D. Dissertation, Indiana University 2017-00-00 978-0-3554-7956-0 265 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:10638683 2018 As Provided JAN2020

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Yes Educational Trends Algebra Mathematics Achievement Academic Failure Public Schools High School Students Grade 9 Cohort Analysis Required Courses Educational Change Graduation Requirements State Legislation Educational Legislation School Districts Organizational Communication Information Dissemination Racial Differences Stoker, Ginger Mellor, Lynn Sullivan, Kate Reports - Research Numerical/Quantitative Data Texas Regional Educational Laboratory Southwest (ED) National Center for Education Evaluation and Regional Assistance (ED) Southwest Educational Development Laboratory English High Schools This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the time when Texas students, beginning with the 2007/08 grade 9 cohort, were required to take four courses each in English, math (including Algebra II), science, and social studies (called the 4x4) and the time when, beginning with the 2014/15 cohort, the state moved to the new Foundation High School Program, which eliminated Algebra II as a math requirement. Overall, Algebra II completion and failure rates followed the same trend for the 2014/15 cohort as for the seven cohorts that graduated under the previous graduation requirements. Key findings include: (1) In the 2014/15 school year, the first after enactment of HB 5, 37 percent of districts reported requiring students to complete Algebra II to graduate from high school; (2) Fewer than half of districts reported that they planned to offer the alternative math courses in the first year of the new graduation requirements; (3) Both before and after enactment of HB 5, 78 percent of students completed Algebra II as their third math course; (4) Trends in Algebra II completion and failure for most student subgroups remained stable after enactment of HB 5; and (5) Almost all students who did not complete Algebra II after taking Geometry either were taking a pre-Algebra II course or had completed math courses only through Geometry in the first three years of high school. The findings from this study suggest that students' choice of the third high school math course was not immediately influenced by the HB 5 policy enacted in 2013. ED580929 Trends in Algebra II Completion and Failure Rates for Students Entering Texas Public High Schools. REL 2018-289 Regional Educational Laboratory Southwest 2018-02-00 36 Regional Educational Laboratory Southwest. 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 2018 23 ERIC JAN2020 Yes EDIES12C0012 https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=1469

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Yes Preschool Teachers Culturally Relevant Education Educational Practices Bilingual Students Spanish Speaking Preschool Children Professional Development Randomized Controlled Trials Questionnaires Likert Scales Language Acquisition Literacy Observation Statistical Significance Language Attitudes School Demography Multiple Regression Analysis Markov Processes Monte Carlo Methods Sawyer, Brook E. Hammer, Carol Scheffner Cycyk, Lauren M. Lopez, Lisa Blair, Clancy Sandilos, Lia Komaroff, Eugene Reports - Research EISSN- English Preschool Education The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed. [This paper was published in "Bilingual Research Journal" v39 n1 p35-49 2016 (EJ1093818).] ED580930 Preschool Teachers' Language and Literacy Practices with Dual Language Learners Grantee Submission 2016-00-00 Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) 20 T http://dx.doi.org/10.1080/15235882.2016.1138904 2018 59 As Provided JAN2020 5U01HD06029605

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Yes Telecommunications Handheld Devices Educational Technology Technology Uses in Education Mathematics Instruction Foreign Countries Technological Literacy Distance Education Computer Oriented Programs Instructional Design Qualitative Research Jordaan, Dawid B. Laubscher, Dorothy J. Blignaut, A. Seugnet Speeches/Meeting Papers Reports - Research South Africa English To enter the world of work, students require skills which include flexibility, critical thinking, problem solving, collaboration and communication. The use of mobile technologies which are specifically created for a context could stimulate motivation in students to recognise the relevance of Mathematics in the real world. South Africa in particular is a suitable location to use mobile learning across distance due to its viability, affordability and availability as opposed to web-based technology. The design team developed an app for financial Mathematics based on the principles of realistic mathematics education (RME) for mathematics teachers to use with their students. The paper describes the design process and general usability aspects of the formative evaluation of the prototype app for financial Mathematics. The authors suggest that a graphic artist becomes part of the design team to enhance the visual attractiveness of the app. [For the complete proceedings, see ED579190.] ED579203 Design of a Prototype Mobile Application to Make Mathematics Education More Realistic International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 30 As Provided JAN2020

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Yes Homework Video Technology Technology Uses in Education Educational Technology Handheld Devices Telecommunications Classification Constructivism (Learning) Mastery Learning Literature Reviews Eppard, Jenny Rochdi, Aicha Reports - Research Speeches/Meeting Papers English Over the last few decades, with the rapid developments of mobile technology, the advent of Web 2.0 sites, and the expansion of social media, there has been an incremental use of technology in the classroom. One of the approaches for technological integration into the classroom is via flipped learning. This pedagogical method has become increasingly popular and there is a growing body of literature that is investigating the implementation of this teaching methodology in the various classrooms. The present paper is an overview of the research related to the flipped classroom. The goals are threefold: a) to provide a synthesis of the definitions of the concept of the flipped learning as used in field b) to review the various theories and models that may explain the theoretical underpinnings for flipped classroom; and c) to develop a tentative framework based on the literature. [For the complete proceedings, see ED579190.] ED579204 A Framework for Flipped Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 28 As Provided JAN2020

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Yes Handheld Devices Telecommunications Mathematics Instruction Computer Oriented Programs History Mathematics Secondary School Mathematics Foreign Countries Technology Uses in Education Secondary School Teachers High School Freshmen Mathematical Concepts Educational Technology Interdisciplinary Approach Questionnaires Observation Dias, Eduardo Jesus Araujo, Carlos Fernando, Jr. Ota, Marcos Andrei Speeches/Meeting Papers Reports - Research Brazil English Secondary Education In this article, we suggest that the history in Mathematics Education combined with mobile technology, can provide analysis of concepts, theories and significant logical structures in the process of teaching and learning of Mathematics, as the main objective of this study is to analyze the students' motivation and learning using tablets in the classroom. From a collaborative work, high school students have created applications that told a little the Mathematics' history. A private school situated in the east side of São Paulo city conducted this experiment. With the participation of 4 teachers and 107 students of the first year of the high school, we observed that the tablet generated a stimulating and challenging environment in search of mathematical historical elements to explain concepts and theories so far not questioned by students in conventional classes. The results presented in the study indicate that the use of tablets in the work development was of paramount importance not only in the motivational issue, but also in getting knowledge about some mathematical theories put in its history. [For the complete proceedings, see ED579190.] ED579205 Tablets and Applications to Tell Mathematics' History in High School International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 11 As Provided JAN2020

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Yes Art Education Visual Arts Autism Pervasive Developmental Disorders Qualitative Research Case Studies Semi Structured Interviews Parents Art Teachers Instructional Effectiveness Portfolio Assessment Adolescents Males Parent Attitudes Teacher Attitudes Student Attitudes Çevirgen, Ayse Aktas, Burcu Kot, Mehtap Journal Articles Reports - Research ISSN-2501-2428 English The aim of this research is to examine the effects of visual arts on a child with Autism Spectrum Disorder (ASD). The research included a 13-years-old male student with ASD, the student's parents, and the visual arts teacher. The research was designed according to the case study from qualitative research models. Semi-structured interviewing and portfolio analysis techniques were used to collect research data. The findings of the research show that the visual arts course has positive effects on the child with ASD. ED580931 The Influence of Visual Arts Education on Children with ASD Online Submission European Journal of Special Education Research v3 n2 p16-28 2018 2018-00-00 13 N/A 2018 25 As Provided JAN2020

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Yes Foreign Countries Principals Secondary Schools Educational Improvement Incentives Public Schools Secondary School Teachers Questionnaires Secondary School Students Statistical Analysis Teacher Attitudes Administrator Attitudes Onyali, Loyce Chiedozie Victor, Akinfolarin Akinwale Journal Articles Reports - Research Nigeria ISSN-2384-6143 English Secondary Education This study ascertained the principals' provision of incentive for secondary schools' improvement in Oyo State. Two research questions guided the study and two null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study was 8,701 which comprised 969 principals and 7,732 teachers in public secondary school principals in Oyo State. Proportionate Stratified sampling technique was used to draw 871 respondents made up of 97 principals and 774 teachers. Two versions of a 19 item researchers' developed instrument titled "Principals' Incentive Practices for Schools' Improvement Questionnaire (PIPSIQI)" and "Principals' Incentives Practices for Schools Improvement Questionnaire (PIPSIQII)" were used for data collection. Mean rates and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that principals and teachers agreed that involving staff in decision making process to enhance their commitment in implementing the instructional programme, prompt attention to teachers on-the-job problems, praising teachers for excellent performance, assigning responsibility with commensurate authority to give teachers opportunity to demonstrate their skills and maintaining mutual relationship among others are teachers' incentive practices provided by secondary school principals in Oyo State. Based on the findings, it was recommended among others that there is need for State Ministry of Education to regularly organize interactive workshops that include both principals and teachers for working out modalities for improvement on provision of incentives for teachers. Conclusions were drawn and other recommendations were made. ED580932 Principals' Provision of Incentive for Secondary Schools' Improvement in Oyo State Online Submission Unizik Journal of Education Graduates v4 n1 p24-39 Nov 2017 2017-11-00 13 N/A 2018 20 As Provided JAN2020

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Yes Community Colleges College Transfer Students College Credits Bachelors Degrees Data Analysis Course Selection (Students) Comparative Analysis Academic Records Introductory Courses Advanced Courses Fink, John Jenkins, Davis Kopko, Elizabeth Ran, Florence Xiaotao Reports - Research Columbia University, Community College Research Center English Two Year Colleges Community college transfer students encounter challenges progressing toward a bachelor's degree, leading to widespread transfer credit loss. This in turn may lower students' chances of credential completion and increase the time and costs for students, their families, and taxpayers. In this study we review three definitions of credit transfer inefficiency--"credit transferability," "credit applicability," and "excess credits among completers"--focusing on the last to examine why students who start at a community college and transfer to a four-year institution so often end up with excess credits that do not count toward a bachelor's degree. To shed light on credit transfer inefficiency, we examine the course-taking behaviors of community college transfer students who earn bachelor's degrees with numerous excess credits compared with transfer students who earn bachelor's degrees with few excess credits. We employ data-mining techniques to analyze student transcripts from two state systems, enabling us to examine a large number of variables that could explain the variation in students' excess credits at graduation. These variables include not only student demographics but also the types and timing of courses taken. Overall, we find more excess credits associated with several factors, including taking larger proportions of 100- and 200-level courses and smaller proportions of 300-level courses throughout students' progression toward completion, and taking 100-level courses in any subject--and specifically 100-level math courses--immediately after transferring to a four-year institution. Findings suggest that institutions could help students reduce credit transfer inefficiency by encouraging them to explore and choose a bachelor's degree major early on so they can take the required lower division (100- and 200-level) courses at the community college, thereby enabling them to take mostly upper division 300- and 400-level courses in their desired major field once they transfer to a four-year institution. ED580933 Using Data Mining to Explore Why Community College Transfer Students Earn Bachelor's Degrees with Excess Credits. CCRC Working Paper No. 100 Community College Research Center, Teachers College, Columbia University 2018-02-00 Bill and Melinda Gates Foundation 50 Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ N/A 2018 31 As Provided JAN2020

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Yes Disabilities Special Education Equal Education Educational Legislation Federal Legislation College Readiness Career Readiness Transitional Programs Longitudinal Studies Individualized Education Programs Student Characteristics Educational Trends Data Analysis High School Students Low Income Students Economic Factors Drug Therapy Behavior Modification Learner Engagement Extracurricular Activities Grade Repetition Suspension Expulsion Social Support Groups Family Environment Student Participation Youth Programs Comparative Analysis Daily Living Skills Youth Clubs Student School Relationship Parent Participation Parent Teacher Conferences Tutoring Psychological Services Student Employment Tables (Data) Statistical Data Emotional Disturbances Intellectual Disability Deafness Blindness Visual Impairments Hearing Impairments Liu, Albert Y. Lacoe, Johanna Lipscomb, Stephen Haimson, Joshua Johnson, David R. Thurlow, Martha L. Reports - Research Numerical/Quantitative Data Individuals with Disabilities Education Act Individuals with Disabilities Education Improvement Act 2004 Rehabilitation Act 1973 (Section 504) National Longitudinal Transition Study of Special Education Students National Center for Education Evaluation and Regional Assistance (ED) Mathematica Policy Research, Inc. English High Schools For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States (Snyder, de Brey, & Dillow, 2016). Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided funds to school districts nationwide to help serve them. Since then, the legislation has been updated six times, most recently in the 2004 Individuals with Disabilities Education Act (IDEA), which emphasized helping youth prepare for postsecondary education, careers, and independent living. These and other changes in the educational, social, and economic landscapes may have affected all youth, raising interest in how the characteristics, experiences, and challenges of youth with disabilities have changed over time. The National Longitudinal Transition Study (NLTS) 2012 provides updated information on youth with disabilities in light of these changes, to inform efforts to address their needs. Sponsored by the U.S. Department of Education under a congressional mandate to study IDEA 2004 and the students it serves, the NLTS 2012 is the third in a series of such studies. It describes the backgrounds of secondary school youth and their functional abilities, activities in school and with friends, academic supports received from schools and parents, and preparation for life after high school. Through surveys in 2012 and 2013, the study collected data on a nationally representative set of nearly 13,000 students--mostly those with an individualized education program (IEP) and expected to receive special education services. The study also includes students without an IEP, who either have no identified disability or who have an impairment that does not qualify them for special education but allows them to receive accommodations through a 504 plan under the Rehabilitation Act, another federal law pertaining to the rights and needs of youth with disabilities. This third volume of findings from the NLTS 2012 uses data from all three studies in the NLTS series to examine how the characteristics and experiences of youth in special education have changed over time, overall and for each of 12 disability groups defined by IDEA 2004. Most of the analyses examine trends for in-school youth ages 15 to 18 from 2003 to 2012, using the NLTS2 and NLTS 2012. When comparable data are available from the NLTS, the volume also examines trends starting in 1987 for youth ages 15 to 18 and youth ages 19 to 21 who were still enrolled in high school. The trends from 2003 to 2012 for youth with an individualized education program (IEP) ages 15 to 18 suggests several key points: (1) Youth with an IEP are more likely than a decade ago to live in households that face economic challenges; (2) Youth with an IEP are about as healthy and able to perform some typical tasks independently as in the past, but they are also more likely to use behavioral medicines and have trouble understanding others; (3) Engagement in school and extracurricular activities among youth with an IEP increased in the past decade, whereas the prevalence of negative events such as grade retention, suspensions, and expulsions was little changed; (4) Youth with an IEP are more likely than in the past to receive supports at school but less likely to get them at home; and (5) Participation in key transition activities by youth with an IEP and their parents has declined, although they are just as likely to have gone to an IEP meeting. [For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from The National Longitudinal Transition Study 2012. Volume 3: Comparisons over Time. Executive Summary. NCEE 2018-4008," see ED580936. For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Full Report. NCEE 2017-4018," see ED573334.] ED580934 Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from The National Longitudinal Transition Study 2012. Volume 3: Comparisons over Time. Full Report. NCEE 2018-4007 National Center for Education Evaluation and Regional Assistance 2018-02-00 210 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2018 127 ERIC JAN2020 Yes IES10C0073 https://ies.ed.gov/ncee/pubs/20184007

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Yes Academic Persistence School Holding Power Age Differences Public Colleges Private Colleges Proprietary Schools Two Year Colleges Part Time Students Full Time Students College Freshmen Numerical/Quantitative Data Reports - Descriptive National Student Clearinghouse Research Center English Higher Education Of all students who started college in fall 2014, 72.1 percent persisted at any U.S. institution in fall 2015, while 60.6 percent were retained at their starting institution. The persistence rate is the percentage of students who return to college at any institution for their second year, while the retention rate is the percentage of students who return to the same institution. This brief report presents statistics on persistence: (1) First-Year Persistence and Retention Rates by Starting Enrollment Intensity (all institutional sectors); (2) First-Year Persistence and Retention Rates by Age at College Entry (all institutional sectors); (3) First-Year Persistence and Retention Rates for Students Who Started College in Four-Year Public Institutions; (4) First-Year Persistence and Retention Rates for Students Who Started College in Four-Year Private Nonprofit Institutions; (5) First-Year Persistence and Retention Rates for Students Who Started College in Four-Year For-Profit Institutions; (6) First-Year Persistence and Retention Rates for Students Who Started College in Two-Year Public Institutions. A page with definitions and notes on cohort selection is included. ED580221 Persistence. Snapshot™ Report, Spring 2016 National Student Clearinghouse 2016-00-00 Lumina Foundation 7 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 0 ERIC JAN2020

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Yes Foster Care Postsecondary Education At Risk Students Educational Policy Access to Education State Policy Student Needs Student Personnel Services Academic Support Services Goal Orientation Educational Attainment Public Policy Policy Formation Student Financial Aid Tuition Fees Sarubbi, Molly Parker, Emily Sisneros, Lauren Reports - Descriptive Colorado Oregon Texas Idaho Education Commission of the States English Postsecondary Education Former foster youth pursuing a postsecondary credential have tended to be an often-overlooked student population. However, across the country, policymakers at the federal, state and institutional levels are creating policies to increase their access to higher education. Four states in particular--Colorado, Iowa, Oregon and Texas--have demonstrated success in creating policies aimed at increasing the percentage of foster youth with a postsecondary credential. Capitalizing on the policy momentum in these states and others, Education Commission of the States hosted a two-day State Policy Academy, "Strengthening State Support for Foster Youth in Postsecondary Education." This convening, held mid-September in Austin, Texas, brought together multiple state teams to understand the current policy landscape, collaborate on how to develop and/or redesign programs to better support foster youth postsecondary attainment, and brainstorm best practices for continued policy development and implementation. This brief discusses key takeaways from the collaborative convening, in addition to providing: (1) information about existing foster youth support programs; (2) goals for foster youth educational attainment in Colorado, Oregon and Texas; (3) highlights of state policy efforts in Iowa and pending federal policies concerning foster youth; and (4) considerations to assist policy development that supports foster youth attainment. ED580222 Building Policy Momentum for Foster Youth Support in Postsecondary Education. Special Report Education Commission of the States 2017-12-00 10 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 0 ERIC JAN2020

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No Student Participation Individualized Education Programs Meetings Barriers Disabilities Public Schools Special Education Teachers Interviews Qualitative Research Self Determination Jurgens, Matthew A. Dissertations/Theses - Doctoral Dissertations New York EISSN- English The purpose of this study was to identify the possible barriers as to why student involvement in IEP meetings has not been occurring in the past and to subsequently suggest further action and research as to how to potentially combat these barriers so students with disabilities in Suffolk County, Long Island can begin to be offered these kinds of worthwhile opportunities. The districts chosen for participation in this study were representative of the student populations served in public schools throughout Suffolk County, New York. Eight special education teachers were chosen to be interviewed via a qualitative interview methodology. The question asked during the interviews were aimed at determining the current levels of understanding and implementation of self-determination skill instruction to students with disabilities, which subsequently leads to student involvement in their IEP meetings. The results of the study showed that students with disabilities throughout Suffolk County, New York are not exposed to self-determination skills at the regular, nor are they involved in their IEP meetings consistently. This is at odds with the research within the field that suggests that students with disabilities should be active participants in their IEP meeting processes from an early 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.] ED579428 An Investigation of Student Involvement in IEP Meetings in Suffolk County, New York ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2016-00-00 978-0-3553-8817-6 241 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10674054 2018 As Provided JAN2020

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No Principals Administrator Evaluation Surveys Self Evaluation (Individuals) Comparative Analysis Language Arts Mathematics Accountability Statistical Analysis Scores Evaluators White, Lisa Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Although used in the corporate world for decades, using a multi-rater tool to evaluate school leaders began relatively recently. With states seeking flexibility from the "Elementary and Secondary Education Act of 1965" (reauthorized as the "No Child Left Behind Act of 2001"), the requirement to develop and implement principal evaluation systems placed the evaluation of school leaders in the spotlight. Using the vast body of research regarding the purpose of feedback and how people processed feedback, specifically, conclusions were drawn from the results of this study that can inform the Mississippi Department of Education as it moves forward with implementation of its principal evaluation system. In Mississippi, the Mississippi Principal Evaluation System (MPES) included a multi-rater tool, the "Circle Survey," as a major component, comprising 30% of the overall MPES score. Administered annually, the Circle Survey contained 30 indicators of leadership ability and behavior, aligned to the "Mississippi Standards for School Leaders." Completed by the principal, the certified staff, and the supervisor, the Circle Survey allowed the principal to reflect upon his/her professional practice while also identifying areas where others perceived areas of strength and weakness. The purpose of this quantitative study was to compare the 2014-2015 Circle Survey self-assessment ratings of Mississippi principals in schools having tested grades in English/Language Arts and/or mathematics with the ratings of their certified staff, grouped by the school accountability rating (i.e., A through F) received for the 20142015 school year. Using the Independent Samples Kruskal-Wallis test, this study found significant differences existed between principals' self-assessment and certified staff scores when grouped by accountability rating. This study also compared principals' certified staff and self-assessment scores in schools receiving above average accountability ratings (i.e., A or B) with those from schools receiving below average accountability ratings (i.e., D or F). Results from the Mann-Whitney test also indicated significantly higher scores for both rater types, self and certified staff, for principals in schools receiving above average accountability ratings when compared to principals' scores from schools receiving below average accountability ratings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579429 Using a Multi-Rater Survey as Part of Principal Evaluation in Mississippi: A Comparison of Self-Assessment Scores and Certified Staff Scores from the 2014-2015 Circle Survey ProQuest LLC Ed.D. Dissertation, Delta State University 2017-00-00 978-0-3553-8812-1 124 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:10674049 2018 As Provided JAN2020

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No Undergraduate Students Music Qualitative Research Semi Structured Interviews Sense of Community Berthelot, Jousha Paul Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Institution-specific music is any song or piece of music which is performed by a college or university ensemble such as a marching band, basketball pep band, orchestra, or choir and conveys college/university traditions, arouses enthusiasm and emotions, inspires school spirit, and promotes unity within the college community (Studwell, 1995; Studwell & Schueneman, 2013). Places where one can hear institution-specific music are pep rallies, athletic events, and ceremonies such as commencement. Research that has been conducted in the past has focused on those performing in an ensemble setting (Kokotsaki & Hallum, 2007, 2011). This study looked to better understand how hearing institution-specific music influenced sense of belonging of non-music performing undergraduate college students. There were 12 participants from three institutions in this qualitative study. The institutions chosen were selected based on the recognizability of their fight song. The use of a semi structured interview protocol allowed for participants to describe in detail how institution-specific music influenced their sense of belonging to their institution and community. This study found that their sense of belonging did change when they heard institution-specific music. This study provides recommendations for future research and implications on how to implement the study into higher education. One implication is how higher education administrators can use this study to determine how to better use institution-specific music to engage their students to be involved in the college 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.] ED580715 Institution-Specific Music and Sense of Belonging of Undergraduate College Students ProQuest LLC Ed.D. Dissertation, The University of Southern Mississippi 2017-00-00 978-0-3555-1215-1 140 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:10636136 2018 As Provided JAN2020

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No Sustainability Leadership Role Program Implementation Zero Tolerance Policy Public Education Discipline Policy School Culture Positive Behavior Supports Beliefs Interviews Administrator Characteristics Professional Continuing Education Role Models Collegiality Change Strategies Administrator Attitudes Elementary Secondary Education Educational Practices Watkins, Angelia D. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Secondary Education The focus of this dissertation is on the impact that zero tolerance policies have had on public education, and the need for an alternative approach to addressing student discipline. This research study introduces restorative practices as an alternative approach that has shown to be successful in changing school culture, by building positive relationships between students, teachers, administrators and community members. Restorative practices can create philosophical paradigm shifts in the beliefs of adults related to student discipline. This dissertation then addresses these beliefs, and focused on the leadership role in navigating these shifts when implementing a new change initiative such as restorative practices. To facilitate the purposes of this study, site administrators from all levels were interviewed to gain insight on their leadership experiences with implementing restorative practices. The research addressed the role, skills, and leadership characteristics that were needed in order for the implementation process to be effective and sustainable. Based on the analysis of interview responses, four themes emerged from the administrators' lived experiences: a) The importance of the initial steps, b) continuous professional development, c) leaders as the primary role model, and d) building positive relationships. These themes emerged as the key components to being successful when implementing and sustaining a change. The study concluded with implications and recommendations for further research in this area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580716 Restorative Practices: The Role of Leadership and Effective Implementation and Sustainability ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3553-1600-1 174 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10635578 2018 As Provided JAN2020

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Yes First Generation College Students Access to Education Prior Learning Academic Persistence Outcomes of Education Bachelors Degrees College Graduates Longitudinal Studies Postsecondary Education Parent Background High School Students Enrollment Educational Attainment Academic Degrees Statistical Analysis Cataldi, Emily Forrest Bennett, Christopher T. Chen, Xianglei Reports - Research Numerical/Quantitative Data Baccalaureate and Beyond Longitudinal Study (NCES) Beginning Postsecondary Students Longitudinal Study National Center for Education Statistics (ED) RTI International English Higher Education This Statistics in Brief focuses on students whose parents have not attended college and examines these students' high school success and postsecondary enrollment, persistence and degree completion once they enrolled in college, and graduate school enrollment and employment outcomes after they attained a bachelor's degree. Their outcomes are compared to those of their peers whose parents had attended or completed college. This report draws on data from three nationally representative studies from the National Center for Education Statistics: the Education Longitudinal Study of 2002 (ELS:2002), the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), and the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12). ED580935 First-Generation Students: College Access, Persistence, and Postbachelor's Outcomes. Stats in Brief. NCES 2018-421 National Center for Education Statistics 2018-02-00 31 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 28 As Provided JAN2020 Yes EDIES12C0095 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018421

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Yes Disabilities Special Education Equal Education Educational Legislation Federal Legislation College Readiness Career Readiness Transitional Programs Longitudinal Studies Individualized Education Programs Student Characteristics Educational Trends Data Analysis High School Students Low Income Students Economic Factors Drug Therapy Behavior Modification Learner Engagement Extracurricular Activities Grade Repetition Suspension Expulsion Social Support Groups Family Environment Student Participation Youth Programs Comparative Analysis Daily Living Skills Youth Clubs Student School Relationship Parent Participation Parent Teacher Conferences Tutoring Psychological Services Student Employment Tables (Data) Statistical Data Emotional Disturbances Intellectual Disability Deafness Blindness Visual Impairments Hearing Impairments Liu, Albert Y. Lacoe, Johanna Lipscomb, Stephen Haimson, Joshua Johnson, David R. Thurlow, Martha L. Reports - Research Numerical/Quantitative Data Individuals with Disabilities Education Act Individuals with Disabilities Education Improvement Act 2004 Rehabilitation Act 1973 (Section 504) National Longitudinal Transition Study of Special Education Students National Center for Education Evaluation and Regional Assistance (ED) Mathematica Policy Research, Inc. English High Schools For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States. Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided funds to school districts nationwide to help serve them. Since then, the legislation has been updated six times, most recently in the 2004 Individuals with Disabilities Education Act (IDEA), which emphasized helping youth prepare for postsecondary education, careers, and independent living. These and other changes in the educational, social, and economic landscapes may have affected all youth, raising interest in how the characteristics, experiences, and challenges of youth with disabilities have changed over time. The National Longitudinal Transition Study (NLTS) 2012 provides updated information on youth with disabilities in light of these changes, to inform efforts to address their needs. Sponsored by the U.S. Department of Education under a congressional mandate to study IDEA 2004 and the students it serves, the NLTS 2012 is the third in a series of such studies. It describes the backgrounds of secondary school youth and their functional abilities, activities in school and with friends, academic supports received from schools and parents, and preparation for life after high school. Through surveys in 2012 and 2013, the study collected data on a nationally representative set of nearly 13,000 students--mostly those with an individualized education program (IEP) and expected to receive special education services. The study also includes students without an IEP, who either have no identified disability or who have an impairment that does not qualify them for special education but allows them to receive accommodations through a 504 plan under the Rehabilitation Act, another federal law pertaining to the rights and needs of youth with disabilities. This third volume of findings from the NLTS 2012 uses data from all three studies in the NLTS series to examine how the characteristics and experiences of youth in special education have changed over time, overall and for each of 12 disability groups defined by IDEA 2004. The trends from 2003 to 2012 for youth with an IEP ages 15 to 18 suggests several key points: (1) Youth with an IEP are more likely than a decade ago to live in households that face economic challenges; (2) Youth with an IEP are about as healthy and able to perform some typical tasks independently as in the past, but they are also more likely to use behavioral medicines and have trouble understanding others; (3) Engagement in school and extracurricular activities among youth with an IEP increased in the past decade, whereas the prevalence of negative events such as grade retention, suspensions, and expulsions was little changed; (4) Youth with an IEP are more likely than in the past to receive supports at school but less likely to get them at home; and (5) Participation in key transition activities by youth with an IEP and their parents has declined, although they are just as likely to have gone to an IEP meeting. [For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from The National Longitudinal Transition Study 2012. Volume 3: Comparisons over Time. Full Report. NCEE 2018-4007," see ED580934. For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Executive Summary. NCEE 2017-4019," see ED573353.] ED580936 Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from The National Longitudinal Transition Study 2012. Volume 3: Comparisons over Time. Executive Summary. NCEE 2018-4008 National Center for Education Evaluation and Regional Assistance 2018-02-00 30 National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ T 2018 42 ERIC JAN2020 Yes IES10C0073 https://ies.ed.gov/ncee/pubs/20184007

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No Information Technology Information Security Professional Personnel Certification Federal Government Military Personnel Computer Security Qualitative Research Qualifications Bates, Justin D. Dissertations/Theses - Doctoral Dissertations EISSN- English The goal of this research was to discover a list of changes that can be applied to IT security certifications to enhance the day-to-day capabilities of IT security professionals. Background: IT security professionals are often required to obtain certifications that do not adequately prepare them for the full scope of work that will be necessary for their positions. Department of Defense Directive 8570 provides guidance and procedures for the training, certification, and management of all government employees who conduct cybersecurity functions in assigned duty positions. The goal of this research was to discover a list of changes that can be applied to IT security certifications to enhance the day-to-day capabilities of IT security professionals. Method: The research method and design was a qualitative, exploratory study in which six IT professionals who work in positions requiring a DoD clearance or individuals who work at organizations that require 8570 compliance. Finding: More than 50% of respondents expressed that their certifications do not have a bearing on their careers suggests that those same professionals can do their jobs effectively without having gone through the certification process. Overall Conclusion: The participants did not think information security certifications were more beneficial to them than understanding how to do their job. Future research might include a wider population or range of certifications to get an even greater breadth of experiences and suggestions for enhancements. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580717 Ways to Improve DoD 8570 IY Security Certification ProQuest LLC D.C.S. Dissertation, Colorado Technical University 2017-00-00 978-0-3553-1495-3 113 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:10635357 2018 As Provided JAN2020

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No Information Technology Higher Education Professional Personnel Burnout Work Environment Stress Variables Coping Stress Management Wellness Program Effectiveness Surveys Participation Intervention Statistical Analysis Mroczko, Jennifer R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The Information Technology (IT) field infiltrates much of our daily lives. It has changed the way we conduct business, communicate, research, and learn. Individuals demand the latest and greatest - faster and better electronic devices, systems, and Internet. Businesses and organizations constantly require upgrades, improvements, or replacements to their technology in order to stay ahead of their competition and offer premium, uninterrupted services to their customers. The aforementioned demands often puts a strain on the IT professionals that support these individuals, businesses, and organizations. Information Technology professionals are faced with pressures of quick turnaround time and deadlines, anticipated and unanticipated workloads, and limited resources. This can cause IT professionals to become stressed, exhausted, and eventually lead to professional burnout. This study was designed to measure stress/burnout level of IT professionals in the higher education setting. The first purpose of the study was to determine whether IT professionals are suffering from stress/burnout and to understand some of the stressors they perceive in the workplace. The second purpose was to determine the coping/wellness strategies IT professionals practice along with the perceived level of effectiveness, their thoughts about complementary health therapies, and their participation in employer wellness programs. The third purpose was to determine if re-wording an original statement of the Oldenburg Burnout Inventory (OLBI), the instrument that the researcher used to measure burnout, would impact the way in which participants responded. A total of 242 participants completed the researcher's survey. The results showed that participants do experience stress/burnout and shared a number of stressors in their workplaces. Participants reported practicing coping and wellness with the behaviors of smiling, laughing, joking, and social support being reported most frequently on a daily basis. Participants described a primarily positive view of complementary health therapies, with nearly a quarter reporting that they engage in one or more therapies. Participation in wellness programs was a mixed review as program activities varied by employer. The addition of a re-worded statement to the OLBI did not add statistical value to the survey. Limitations included that participants were restricted to IT professionals in the higher education setting. In the future, this study may be replicated in additional settings, such as IT in the healthcare, government, or financial setting. Implications may include the use of the results by organizations in order to review existing work environments, processes, and workload, as well as improving their wellness 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.] ED580718 An Examination of the Impacts of Stress and Coping/Wellness Strategies of Information Technology Workers in the Higher Education Field ProQuest LLC Ed.D. Dissertation, Plymouth State University 2017-00-00 978-0-3552-8873-5 114 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:10634782 2018 As Provided JAN2020

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Yes Preschool Education Kindergarten Transitional Programs Educational Quality Program Effectiveness Outcomes of Education Regression (Statistics) Comparative Analysis Reading Skills Emergent Literacy Reading Achievement Achievement Gains Minority Group Students Attendance Benchmarking Language Tests Cohort Analysis Reading Ability Grade 1 Statistical Analysis Doss, Christopher Reports - Research California (San Francisco) ISSN- Stanford Center for Education Policy Analysis (CEPA) English Preschool Education A growing body of research provides evidence that quality early childhood experiences can affect a host of life outcomes. Equally well documented is the variation in the quality of prekindergarten programs (pre-K) offered to children. In this study I employ a fuzzy regression discontinuity approach to evaluate the efficacy of Transitional Kindergarten (TK) on student outcomes in the San Francisco Unified School District. TK is a highly regulated, state funded, early education program. Importantly, universal prekindergarten was already established in San Francisco, making this study a comparison of prekindergarten opportunities. This study tests whether a more highly regulated pre-K program, situated solely in schools, can provide benefits to young five year olds over a modern, robust universal pre-K market. I find that students who attended TK outperform their peers on a variety of foundational literacy skills, with some evidence that the gains are larger for minority children. TK, however, had little effect on the rate of absences in kindergarten and first grade ED580223 How Much Regulation? A Fuzzy Regression Discontinuity Analysis of Student Literacy Skills in Prekindergarten vs. Transitional Kindergarten. CEPA Working Paper No. 16-07 Stanford Center for Education Policy Analysis 2017-03-00 Institute of Education Sciences (ED) 64 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 55 As Provided JAN2020 Yes R305B090016

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Yes Educational Attainment Postsecondary Education Academic Persistence College Graduates Graduation Rate Part Time Students Full Time Students Public Colleges Private Colleges Enrollment Transfer Students Success Stopouts Higher Education Numerical/Quantitative Data Reports - Descriptive National Student Clearinghouse Research Center English Postsecondary Education This snapshot goes beyond traditional measures of postsecondary attainment by tracking the fall 2010 entering cohort over time, and showing persistence, stop-out, and completion rates at the end of each subsequent academic year. The model tracks outcomes for both full-time and part-time starters, and takes spring and summer terms into account. This snapshot report contains the following sections: (1) All Institutional Sectors First-Time, Full-Time; (2) Institutional Sectors First-Time, Part-Time; (3) Four-Year Publics First-Time, Full-Time; (4) Four-Year Publics First-Time, Part-Time; (5) Four-Year Privates First-Time, Full-Time; (6) Four-Year Privates First-Time, Part-Time; (7) Four-Year For-Profits First-Time, Full-Time; (8) Four-Year For-Profits First-Time, Part-Time; (9) Two-Year Publics First-Time, Full-Time; (10) Two Year Publics, First-Time, Part-Time. ED580224 Yearly Success and Progress Rates (Fall 2010 Entering Cohort). Snapshot™ Report National Student Clearinghouse 2017-00-00 Lumina Foundation 11 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 0 ERIC JAN2020

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Yes Dual Enrollment High School Students College Credits Colleges Institutional Cooperation Public Schools Student Characteristics School Districts High Schools Remedial Instruction Vocational Education Postsecondary Education Career Education Technical Education Two Year Colleges Partnerships in Education Racial Differences Ethnicity Gender Differences Socioeconomic Influences Bautsch, Brenda Reports - Evaluative Numerical/Quantitative Data Colorado Colorado Department of Higher Education Colorado Department of Education English High Schools Creating more and better pathways from high school to higher education is essential for Colorado to reach its state goals of increasing college completion rates and decreasing high school dropout rates. Dual enrollment is one strategy states across the country are using to cultivate seamless P-20 pathways. Dual enrollment programs provide high school students the opportunity to enroll in college-level courses and earn credit at no cost to them for tuition. These programs help students develop the knowledge, skills and abilities necessary to be postsecondary and workforce ready. Research indicates that dual enrollment students are more likely to enroll in college than their peers and are less likely to need remedial education once in college. The data in this report provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2013-2014 academic year. This report summarizes: (1) Data on the number of local education providers and institutions of higher education that have entered into cooperative agreements; (2) Number of public school students participating in Concurrent Enrollment, ASCENT and other dual enrollment programs; (3) Demographic information about students that participated in Concurrent Enrollment; (4) Data on the total number and percentage of students that passed Concurrent Enrollment courses during the 2013-2014 school year; and (5) Outcomes analyses exploring the benefits of dual enrollment in regard to postsecondary enrollment, first-year college success and need for remedial education. The data reported here are collected through the DHE Student Unit Record Data System (SURDS), unless otherwise noted. ED580225 Annual Report on Concurrent Enrollment. 2013-2014 School Year Colorado Department of Higher Education 2015-09-10 52 Colorado Department of Higher Education. 1560 Broadway Suite 1600, Denver, CO 80202. Tel: 303-866-2723; Fax: 303-866-4266; Web site: http://highered.colorado.gov N/A 2018 0 ERIC JAN2020 ED573046

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Yes Handheld Devices Computer Assisted Instruction Teaching Methods Interdisciplinary Approach Observation Interviews Sociocultural Patterns Video Technology Documentation Social Sciences Foreign Countries History Instruction Civics Geography Instruction Secondary School Students Student Attitudes Lofthus, Liv Speeches/Meeting Papers Reports - Research Norway English Secondary Education The background for my research project is to look closer at how social sciences such as history, geography and civic life can be taught outside the classroom by using tablets as a tool. This paper looks closer into how tablets can be used as a learning recourse in an interdisciplinary project outside the classroom. I will follow a group of pupils that are used to using iPad in all subjects to see how they, in small groups, use their tablets outside the classroom. I will see how they use their tablets for orientation, collecting information and documentation. The methods used is observation, interview, and video documentation. The project spans from work inside the classroom to prepare for the task outside, and after the project has come to an end I will document how they work with it inside the classroom. The aim of the analyses will be to describe how the pupils use the tablets, from a socio cultural perspective, as a tool for learning. [For the complete proceedings, see ED579190.] ED579206 How Can Tablets Be Used for Meaning-Making and Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 16 As Provided JAN2020

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Yes Blended Learning Models Methods Courses Teaching Methods Scientific Research Telecommunications Handheld Devices Visualization Research Methodology Research Projects Engineering Education Physics Microbiology Mathematics Higher Education Cepeda, Francisco Javier Delgado Speeches/Meeting Papers Reports - Descriptive English Higher Education This work presents a proposed model in blended learning for a numerical methods course evolved from traditional teaching into a research lab in scientific visualization. The blended learning approach sets a differentiated and flexible scheme based on a mobile setup and face to face sessions centered on a net of research challenges. Model is presented being supported by previous research works about its performance in terms of effective evaluation and skill development. [For the complete proceedings, see ED579190.] ED579207 Small Private Online Research: A Proposal for A Numerical Methods Course Based on Technology Use and Blended Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 12 As Provided JAN2020

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Yes Computer Games Handheld Devices Electronic Learning Language Acquisition Context Effect Educational Benefits Evaluation Cacchione, Annamaria Procter-Legg, Emma Petersen, Sobah Abbas Reports - Evaluative Speeches/Meeting Papers English The Augmented Reality Game, Pokemon Go, took the world by storm in the summer of 2016. City landscapes were decorated with amusing, colourful objects called Pokemon, and the holiday activities were enhanced by catching these wonderful creatures. In light of this, it is inevitable for mobile language learning researchers to reflect on the impact of this game on learning and how it may be leveraged to enhance the design of mobile and ubiquitous technologies for mobile and situated language learning. This paper analyses the game Pokemon Go and the players' experiences according to a framework developed for evaluating mobile language learning and discusses how Pokemon Go can help to meet some of the challenges faced by earlier research activities. [For the complete proceedings, see ED579190.] ED579208 #gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 25 As Provided JAN2020

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Yes Foreign Countries Vocational Education National Surveys Student Characteristics Program Effectiveness Adolescents Secondary Education Apprenticeships Job Training Gender Differences Age Differences Program Content Public Education Postsecondary Education Higher Education Majors (Students) Federal Aid Student Financial Aid Numerical/Quantitative Data Reports - Evaluative Australia ISSN-1838-7942 National Centre for Vocational Education Research (NCVER) (Australia) English Secondary Education The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in education and training during 2016. Information on participation is presented for school students, VET in Schools students, higher education students, apprentices and trainees, and vocational education and training (VET) students. As of August 2016 there were 1.5 million young Australians aged 15 to 19 years, of which an estimated 83.2% participated in education and training. Of these, an estimated 57.1% were at school; 14.3% were enrolled in a VET in Schools program; 42.8% were at school but not participating in a VET in Schools program; 16.2% were enrolled in higher education; 4.4% were undertaking an apprenticeship or traineeship, which was not part of a VET in Schools program; and 5.5% were enrolled in other VET programs. [For "Young People in Education and Training 2015. Australian Vocational Education and Training Statistics," see ED571292.] ED580937 Young People in Education and Training 2016. Australian Vocational Education and Training Statistics National Centre for Vocational Education Research (NCVER) 2018-00-00 Australian Government Department of Education and Training 30 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 2018 0 ERIC JAN2020

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Yes Foreign Countries Vocational Education Federal Aid Federal Programs Enrollment Trends School Statistics Tables (Data) Student Characteristics Institutional Characteristics Statistical Data Majors (Students) Geographic Distribution Profiles Reports - Evaluative Numerical/Quantitative Data Australia ISSN-2205-4391 National Centre for Vocational Education Research (NCVER) (Australia) English Higher Education This publication provides a summary of data relating to students, programs, subjects, and training providers in Australia's government-funded vocational education and training (VET) system (defined as Commonwealth and state/territory government-funded training). Data for the Government-funded students and courses series are received by the National Centre for Vocational Education Research (NCVER) in four cumulative data submissions: (1) January to March, submitted in May; (2) January to June, submitted in August; (3) January to September, submitted in November; and (4) January to December, submitted in March. The quarterly data submissions are cumulative, which allows additional data to be reported and also corrections made to previously submitted data. The data in this publication cover the period of 1 January to 30 September 2017. For comparative purposes, it also examines this data against previously submitted data for the 1 January to 30 September 2015 and 2016 periods, and also for the 1 January to 30 June 2017 period. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). [For the report from the previous year, "Australian Vocational Education and Training Statistics: Government-Funded Students and Courses--January to September 2016," see ED572277.] ED580938 Government-Funded Students and Courses: January to September 2017. Australian Vocational Education and Training Statistics National Centre for Vocational Education Research (NCVER) 2018-00-00 Australian Government Department of Education and Training 21 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 2018 0 ERIC JAN2020

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No School Effectiveness Grade 4 Racial Differences Socioeconomic Status Reading Achievement Mathematics Achievement Regression (Statistics) Financial Support Teacher Qualifications Low Income Groups Student Characteristics National Competency Tests Fortner, Tara Dissertations/Theses - Doctoral Dissertations New Hampshire National Assessment of Educational Progress EISSN- English Grade 4 Despite consistently strong performances among NH 4th graders on the NAEP assessments, large disparities have been observed among NH elementary students on the NECAP assessments based on race and SES. The current study assessed the effectiveness of NH elementary schools, as defined by the effective schools research. Of the 209 elementary schools included in the current study, 8.6% were effective for reading, while 9% were effective for math. Multinomial logistic regression analyses revealed that student body composition, school funding practices, and teacher qualifications could each differentiate effective schools from other schools. The percentage of low-income students in a school had the strongest explanatory power on the effectiveness of schools accounting for 84% of the variability in the effectiveness of schools for reading and 86% of the variability in the effectiveness of schools for math. Student body composition was found to be highly associated with school funding practices and teacher qualifications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580719 Assessing the Effectiveness of New Hampshire Elementary Schools: An Effective Schools Approach ProQuest LLC Ed.D. Dissertation, Plymouth State University 2017-00-00 978-0-3552-9276-3 154 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634801 2018 As Provided JAN2020

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No Educational Technology Technology Uses in Education Academic Achievement Online Courses Conventional Instruction Community Colleges Two Year College Students Pretests Posttests Scores Hypothesis Testing Statistical Analysis Gender Differences Hearn, Phillips Turner Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges The purpose of this study was to compare the achievement of students taking a computer applications class in one of two instructional methods, traditional face-to-face and online, at a Southeastern community college. The research questions examined more than 3,000 samples from the summer of 2012 through the spring semester of 2016. There were three research questions that were investigated in the study. All three questions compared the achievement of the students using the results of pre and posttest scores by analyzing the gain score, which is the difference between the pre and posttest. The null hypothesis for all research questions was that there is no significant difference in achievement in face-to-face and online class formats. The primary research question examined all samples using a One-Way Analysis of Variance (ANOVA) statistical test to determine if there was a significant difference in the gain scores of face-to-face versus online achievement. The second research question examined the difference in gain scores for male and female students taking face-to-face and online classes using a Two-Way ANOVA analysis. The third question also used a Two-Way ANOVA analysis to determine if there was a significant difference in the gain scores for traditional (24 years of age and under) and nontraditional (25 years of age and older) students. The statistical analyses showed that the null hypotheses for all research questions could not be rejected. This meant that for all students, male and female, traditional and nontraditional, there was no statistically significant difference in the gain scores of students in face-to-face and online computer applications classes during the study 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.] ED580720 Examining the Difference in Student Achievement between Face-to-Face and Online Computer Classes ProQuest LLC Ed.D.Ed.Lead. Dissertation, Union University 2017-00-00 978-0-3554-7141-0 129 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:10638849 2018 As Provided JAN2020

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No Geographic Location Educational Quality Elementary Secondary Education Kindergarten Accountability Academic Achievement Educational Finance Socioeconomic Influences Success National Competency Tests Mathematics Achievement Reading Achievement Graduation Rate Scores Preschool Education Postsecondary Education Barriers Collected Works - Serial California North Dakota Oregon Mississippi Minnesota West Virginia Maryland South Carolina Tennessee New Mexico Massachusetts New Jersey Vermont New Hampshire Connecticut National Assessment of Educational Progress Editorial Projects in Education (EPE) English Elementary Secondary Education This 22nd edition of "Quality Counts" offers a fresh take on the annual top-to-bottom ranking of the nation's school systems on a state-by-state basis published by "Education Week". The first of three "Quality Counts" reports being rolled out over the course of the year, "Grading the States" aims to illuminate what the high-performing states did well, how low-performers are approaching improvement, and lessons for boosting the quality of K-12 education overall. Articles in this issue include: (1) Nation Mired in "Average" Range on Multifaceted Report Card (Sterling C. Lloyd); (2) Making the Most of State Advantaged (Daarel Burnette II); (3) What Will It Take to Turn Marginal Gains Into True Momentum on School Quality? (Daarel Burnette II); and (4) Sharing Similar Challenges (Andrew Ujifusa). ED580226 Grading the States. Quality Counts. Education Week. Volume 37, Number 17 Education Week 2018-01-17 7 Education Week. Available from: Editorial Projects in Education, Inc.. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/ N/A https://www.edweek.org/ew/collections/quality-counts-2018-state-grades/index.html 2018 0 ERIC JAN2020

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Yes Higher Education Universities Public Colleges Research and Development School Holding Power Graduation Rate College Students College Faculty Equal Opportunities (Jobs) Gender Differences Racial Differences Teacher Salaries Enrollment Full Time Equivalency College Entrance Examinations In State Students Out of State Students Bachelors Degrees Masters Programs Educational Finance Budgets Student Financial Aid Costs Educational Facilities Academic Degrees Ethnicity Sex Statistical Data Atchison, E. S. Reports - Descriptive Numerical/Quantitative Data Mississippi ACT Assessment Mississippi Board of Trustees of State Institutions of Higher Learning English Higher Education The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. Currently, there are 79,704 students enrolled in Mississippi's Universities, with an operating budget of $4.2 billion. The system awarded 16,680 degrees in Academic Year 2013-14. This pamphlet summarizes and presents information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) 2014-15 Financial Information; (5) Student Financial Aid; (6) 2014-15 Annual Cost of Education; (7) 2014-2015 Buildings/Facilities; (8) 2013-14 Degrees Awarded (By Degree); and (9) 2013-14 Degrees Awarded (By Ethnicity and Gender). ED580227 Fast Facts 2014-2015 Mississippi Board of Trustees of State Institutions of Higher Learning 2015-00-00 2 Mississippi Board of Trustees of State Institutions of Higher Learning. 3825 Ridgewood Road, Jackson, MS 39211. Web site: http://www.mississippi.edu/research/stats.html N/A 2018 0 ERIC JAN2020

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Yes Paying for College Student Financial Aid State Policy Costs Tuition Educational Finance Grants Federal Aid State Aid Eligibility College Attendance Sarubbi, Molly Pingel, Sarah Reports - Descriptive Education Commission of the States English Higher Education Postsecondary Education Postsecondary education is one of the largest investments that students and their families make, with average yearly cost of attendance--including tuition, fees, room and board--of just under $17,000 to attend a public institution in the 2015-16 academic year. In the context of increasing college costs, aid dollars have failed to keep pace with the rising number of students requiring financial assistance. This leaves many students to rely on multiple sources of support to pay for their postsecondary experience. This primer explores the main sources of support--including federal grants, state assistance programs, loans and institutional aid--that are available to students today. Each type of program is explained in detail, with particular attention to the salient characteristics for state policymakers and the potential limitations of each stream of support. ED580228 How Students Use Federal, State and Institutional Aid to Pay for College: A Primer for State Policymakers. Special Report Education Commission of the States 2018-01-00 Policymakers 7 Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org N/A 2018 0 ERIC JAN2020

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Yes Principals Instructional Leadership Sampling Questionnaires Leadership Styles Foreign Countries Statistical Analysis Administrator Attitudes Teacher Attitudes Teacher Supervision Secondary School Teachers School Effectiveness Compliance (Psychology) School Schedules Reliability Scores Loyce, Onyali Chiedozie Victor, Akinfolarin Akinwale Journal Articles Reports - Research Nigeria ISSN-2278-095x English Secondary Education This study ascertained the principals' application of instructional leadership practices for secondary school effectiveness in Oyo State. Two research questions guided the study and two null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study comprised 8,701 which were made of 969 principals and 7,732 teachers in public secondary school principals in Oyo State. Proportionate Stratified sampling technique was used to draw 871 respondents which were made up of 97 principals and 774 teachers. Two versions of a 18 items questionnaire titled ''Principals' Application of Instructional Leadership Practices Questionnaire (PAILPQI)'' and PAILPQII'' respectively'' were used as the instrument for data collection. The instruments were subjected to face validation by three experts; two in Department of Educational Management and Policy and the other in Measurement and Evaluation from the Department of Educational Foundations, all from Nnamdi Azikiwe University. The Cronbach alpha was used to ascertain the reliability of the instruments which yielded the index value of 0.82 and 0.76 for PAILPQI and PAILPQII respectively. Mean and standard deviation were used to answer the research questions, while z test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that there is no significant difference in the mean rating of principals and teachers on principals' application of instructional supervision practices for secondary school effectiveness in secondary schools in Oyo State. Based on the findings, it was recommended among others that school principals should regularly monitor teachers' instructional delivery and their level of compliance to school schedules in order to enhance teachers' commitment to teaching. ED580939 Principals' Application of Instructional Leadership Practices for Secondary School Effectiveness in Oyo State Online Submission Journal of the Nigerian Academy of Education--JONAED v13 n1 p32-44 May 2017 2017-05-00 13 N/A 2018 20 As Provided JAN2020

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Yes Foreign Countries Computer Uses in Education Higher Education Undergraduate Students Student Surveys Gender Differences Access to Computers Educational Technology Victor, Akinfolarin Akinwale Bolanle, Rufai Rukayat Journal Articles Reports - Research Nigeria ISSN-2395-4396 English Higher Education This study investigated the extent of information and communication technology (ICT) utilization for students' learning in Ondo State tertiary institutions. The research design was descriptive survey. The target population comprises of all students in tertiary institutions of learning in Ondo State. A sample of two hundred (200) undergraduate students from Adekunle Ajasin University, Akungba-Akoko was used for this study. Stratified random sampling technique was used to select the sample across the six faculties in the university based on proportion. Data were carefully collected through questionnaire and were analyzed using mean, standard deviation and T-test to test the null hypothesis. The study finds out that facilities like computer systems, email accounts, projectors, Public Address System (P.A.S), E-Library, printers for print out of learning materials by students and Social-Media Platforms are available for students' learning in Ondo State tertiary institutions, ICT facilities like internet, computer training centre for students on campus and stored lecture notes on CD-ROM are not available to students for learning, Computer training classes and projectors for academic activities are not accessed by students' on campus, female students' have the highest level of utilization of ICT facilities compared to male students in Ondo State tertiary institutions. The studies recommends that school management should continue to provide ICT facilities like internet, projector, E-Library facilities, computer printers and social-media platforms to broadens students' knowledge and improve their overall learning experiences, government and educational managers should often encourage proper utilization of ICT facilities to enhance students' learning. ED580940 Extent of Information and Communication Technology (ICT) Utilization for Students' Learning in Tertiary Institutions in Ondo State, Nigeria Online Submission International Journal of Advance Research and Innovative Ideas in Education--IJARIIE v3 n3 p2369-2376 2017 2017-00-00 8 T 2018 14 As Provided JAN2020

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No Teaching Methods Grade 8 Reading Achievement Literacy Statistical Analysis Quasiexperimental Design Individualized Instruction Constructivism (Learning) Direct Instruction Adolescents Cooperative Learning National Competency Tests Scores Reading Tests Reading Instruction Ward, Barbara Dissertations/Theses - Doctoral Dissertations National Assessment of Educational Progress EISSN- English Grade 8 Education is the foundation for the future, and a successful education begins with strong literacy skills. The 2013 National Assessment of Educational Progress reported that only 36% of eighth-grade students in the United States were classified as reading on a proficient level, and 22% of eighth-grade students were unable to read and comprehend text at the basic level. The purpose of this quantitative, quasi-experimental, post hoc analysis was to determine whether a difference existed in the change in test scores of the reading portion of the Criterion Referenced Competency Test from the 2011-2012 academic year to the 2012-2013 academic year for eighth-grade students who received differentiated instruction compared with those who received direct instruction. Using Vygotsky's constructivist learning theory as the framework, this study was built on existing research regarding adolescence and literacy, cooperative learning, scaffolding, direct instruction, and differentiated instruction. Archival CRCT data was collected for sixty-four students. 32 that were instructed with differentiated instruction and thirty-two that were instructed with direct instruction for the 2011-2012 and 2012-2013 academic years. A one-way ANOVA was conducted to determine which instructional pedagogy yielded higher academic results. Overall results revealed no significant difference in academic achievement when differentiated instructional pedagogy or direct instructional pedagogy was used for instruction. Implications for positive social change include providing research results to administrators at the local site to better inform pedagogical decisions at the school level. Recommendations to the local site include further research on other strategies to improve literacy achievement in secondary classrooms. E. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579967 Effects of Instructional Pedagogy on Eighth-Grade Students' Reading Achievement ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3552-5526-3 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10624356 2018 As Provided JAN2020

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No Catholic Schools Elementary School Teachers Religious Education Sustainability Qualitative Research Communities of Practice Best Practices Institutional Mission School Culture Cooperation Faculty Development Academic Standards Educational Quality Educational Strategies Principals Evidence Based Practice Fernandez, Alexandra Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This qualitative study examined the elements of professional learning communities within Catholic elementary schools. The purpose of this study was to investigate best practices of Professional Learning Communities (PLCs) as reported by elementary principals in a random sample of Catholic elementary schools. The researcher interviewed 14 elementary school principals from various Catholic (arch) dioceses with self-identified successful professional learning communities to understand best practices of PLCs at the building level. The aim of this study was to design a framework for elementary school principals seeking to foster professional learning communities in Catholic schools. Five common themes emerged throughout this study: (a) Catholic mission, (b) collaborative culture, (c) professional learning, (d) relational context, and (e) PLC structure. The findings indicated that the elements found within professional learning community protocols are compatible with the standards of academic excellence in Catholic school education. The major findings indicated that there are five essential strategies for Catholic elementary school principals seeking to foster a sustainable professional learning community process at the building level. The researcher proposed an evidence-based framework for elementary school principals seeking to foster sustainable professional learning communities in Catholic education. This framework, proposed as five essential strategies, was tailored to meet the distinct mission and purpose of Catholic education and contribute to the professional learning community process in Catholic elementary 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.] ED579968 A Qualitative Study on Sustainable Professional Learning Communities in Catholic Elementary Schools ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3951-5 106 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:10624623 2018 As Provided JAN2020

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No Faculty Mobility Foreign Countries International Schools Academic Achievement Models Qualitative Research Case Studies Teacher Attitudes Focus Groups Interviews Administrators Elementary Secondary Education Tkachyk, Leon Michael Dissertations/Theses - Doctoral Dissertations Asia EISSN- English Elementary Secondary Education High teacher turnover has become a serious problem globally, in many international schools, and is a growing concern in segments of the East Asia Regional Council of Schools (EARCOS). This persistent problem has a detrimental effect on student learning and upsets the culture of school communities. Herzberg's motivation-hygiene theory served as the framework for this qualitative case study research that examined the perceptions of EARCOS international overseas-hire teachers, to determine their beliefs regarding high teacher turnover in international schools. These questions gave direction to this study: What factors do international teachers in EARCOS member schools believe contribute to high teacher turnover in international schools? What do international teachers in EARCOS member schools believe is the result of high teacher turnover in international schools? What steps do international teachers in EARCOS member schools believe should be taken to reduce high turnover in international schools? Purposeful homogenous sampling was used to identify 8 focus group interview participants from the entire pre-K-12 international overseas-hire teacher population from the 149 EARCOS member schools. Coded data were examined, analyzed, and categorized into themes related to Herzberg's motivation-hygiene theory. Member checking, peer debriefing, and external auditing were used to add validity to the research study. The analysis of the data and findings revealed that lack of effective mentorship, lack of administrative leadership support, and ineffective systems are the major contributors to international teacher turnover in international schools. A white paper was developed and constructed from the themes that emerged from this study and presented to EARCOS member school administrators, to potentially use to address the issue of increasing international overseas-hire teacher turnover rates in international schools. This acquired knowledge could lead to positive social change that can influence the practices, structural procedures, and policies of EARCOS and other international school systems related to teacher turnover. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580721 Perceptions of International Teacher Turnover in East Asia Regional Council of Schools ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3555-0030-1 182 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:10638851 2018 As Provided JAN2020

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No Teacher Attitudes Prereferral Intervention Mixed Methods Research At Risk Students Elementary School Teachers Teamwork Fidelity Program Implementation Teacher Administrator Relationship Likert Scales Administrators Focus Groups Interviews Swank, Brian J. Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Elementary Education Providing students and teachers with appropriate support is a pivotal component when it comes to improving student outcomes. Pre-Referral Intervention Teams (PIT) provide structured interventions and assistance for at-risk students. The purpose of this study was to answer the following research questions: (1) What are teachers' perceptions of their school's existing Pre-Referral Intervention Team program? (a) What do teachers believe and say about Administrator Involvement?; (b) What do teachers believe and say about Resources?; (c) What do teachers believe and say about Implementation and Program Fidelity?; and (d) What do teachers believe and say about Student Resources? The research study used a two-phase mixed-methods descriptive design to construct inferences about a group of teachers (N = 37) employed at one elementary school in Pennsylvania regarding their perceptions of their school's PIT. The quantitative instrument was a Likert-scaled survey, in the form of a questionnaire, to elicit teacher perceptions. The qualitative instrument utilized a focus group and a group interview. The focus group and interview were conducted to gain a deeper understanding of teachers' perceptions of the PIT program. Through the results of both the quantitative and qualitative data, there was evidence to suggest that teachers view Administrator Involvement and Resources as the most important factors impacting their perceptions of the PIT. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580722 Teacher Perceptions of Their School's Pre-Referral Intervention Team Program: A Mixed-Methods Study ProQuest LLC Ed.D. Dissertation, Delaware Valley University 2017-00-00 978-0-3554-7318-6 120 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:10636187 2018 As Provided JAN2020

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Yes Higher Education Universities Public Colleges Research and Development School Holding Power Graduation Rate College Students College Faculty Equal Opportunities (Jobs) Gender Differences Racial Differences Teacher Salaries Enrollment Full Time Equivalency College Entrance Examinations In State Students Out of State Students Bachelors Degrees Masters Programs Educational Finance Budgets Student Financial Aid Costs Educational Facilities Academic Degrees Ethnicity Sex Statistical Data Atchison, E. S. Reports - Descriptive Numerical/Quantitative Data Mississippi ACT Assessment Mississippi Board of Trustees of State Institutions of Higher Learning English Higher Education The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. Currently, there are 81,024 students enrolled in Mississippi's Universities, with an operating budget of $4.5 billion. The system awarded 16,813 degrees in Academic Year 2014-15. This pamphlet provides information at a glance on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2015 Headcount Enrollment; (5) 2015-16 Financial Information; (6) Student Financial Aid; (7) 2015-16 Annual Cost of Education; (8) 2015-2016 Buildings/Facilities; (9) 2014-15 Degrees Awarded (By Degree); and (10) 2014-15 Degrees Awarded (By Ethnicity And Gender). ED580229 Fast Facts 2015-2016 Mississippi Board of Trustees of State Institutions of Higher Learning 2016-00-00 2 Mississippi Board of Trustees of State Institutions of Higher Learning. 3825 Ridgewood Road, Jackson, MS 39211. Web site: http://www.mississippi.edu/research/stats.html N/A 2018 0 ERIC JAN2020

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Yes Higher Education Universities Public Colleges Research and Development School Holding Power Graduation Rate College Students College Faculty Equal Opportunities (Jobs) Gender Differences Racial Differences Teacher Salaries Enrollment Full Time Equivalency College Entrance Examinations In State Students Out of State Students Bachelors Degrees Masters Programs Educational Finance Budgets Costs Educational Facilities Academic Degrees Ethnicity Sex Statistical Data Atchison, E. S. Reports - Descriptive Numerical/Quantitative Data Mississippi ACT Assessment Mississippi Board of Trustees of State Institutions of Higher Learning English Higher Education The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. Currently, there are 82,654 students enrolled in Mississippi's Universities, with an operating budget of $4.5 billion. The system awarded 17,102 degrees in Academic Year 2015-16. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty Staff Information; (4) Fall 2016 Headcount Enrollment; (5) 2016-17 Financial Information; (6) Student Financial Aid; (7) 2016-17 Annual Cost of Education; (8) 2016-17 Buildings/Facilities; (9) 2015-2016 Degrees Awarded (by Degree); and (10) 2015-2016 Degrees Awarded (by Ethnicity and Gender). ED580230 Fast Facts 2016-2017 Mississippi Board of Trustees of State Institutions of Higher Learning 2017-00-00 2 Mississippi Board of Trustees of State Institutions of Higher Learning. 3825 Ridgewood Road, Jackson, MS 39211. Web site: http://www.mississippi.edu/research/stats.html N/A 2018 0 ERIC JAN2020

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Yes Time to Degree Associate Degrees Postsecondary Education Bachelors Degrees Stopouts Enrollment Full Time Students Dual Enrollment Age Differences Enrollment Trends Gender Differences Institutional Characteristics Public Colleges Private Colleges Shapiro, Doug Dundar, Afet Wakhungu, Phoebe Khasiala Yuan, Xin Nathan, Angel Hwang, Youngsik Reports - Descriptive Numerical/Quantitative Data National Student Clearinghouse Research Center Indiana University, Project on Academic Success (PAS) English Two Year Colleges This report examines time to degree completion for a cohort of students who earned an associate degree as their first and only postsecondary degree or a bachelor's degree as their first four-year degree between July 1, 2014, and June 30, 2015. Overall, the average time enrolled for associate and bachelor's degree earners was 3.3 years and 5.1 years, respectively. However, as the report shows, the time required for successful degree attainment could be influenced by the pathway the student followed as well as by factors, such as stop outs and less than full-time enrollment status. ED580231 Time to Degree: A National View of the Time Enrolled and Elapsed for Associate and Bachelor's Degree Earners. (Signature Report No. 11) National Student Clearinghouse 2016-09-00 Lumina Foundation 36 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 47 As Provided JAN2020

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No Preschool Children Play Low Income Groups Males Behavior Problems Early Intervention Program Effectiveness Play Therapy Preschool Education Check Lists Observation Scores Behavior Change Child Behavior Phipps, Christa Brown Dissertations/Theses - Doctoral Dissertations Child Behavior Checklist EISSN- English Preschool Education Low income male preschoolers with externalizing behaviors have continued behavior issues throughout elementary school, middle school, high school, and into adulthood and create stress for their teachers. Because of this, it is important to detect externalizing behaviors early and implement an appropriate intervention. A single subject reversal design was used to examine the effects of child-centered play therapy (CCPT) on the externalizing behaviors of five low income male preschoolers during group instructional time and center time who scored the highest on the Externalizing Subscale of the Child Behavior Checklist/Caregiver-Teacher Report Form for Ages 1.5-5 (C-TRF 1.5-5; Achenbach & Roscorla, 2001). These five children were observed and assessed twice a week on the Externalizing Subscale of the C-TRF by two blind observers. The child with the highest score on the C-TRF 1.5-5 (Student A) completed the reversal design, which included 21 thirty-minute play therapy sessions. The results of this study showed a functional relation between CCPT and externalizing behaviors with this child. The study also indicated that as this child began the intervention and his externalizing behaviors decreased, the other four male students' externalizing behaviors decreased 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.] ED580723 The Effect of Child-Centered Play Therapy on the Externalizing Behaviors of Low Income Male Preschoolers during Group Instructional Time and Center Time: A Single-Case Design Study ProQuest LLC Ph.D. Dissertation, The University of North Carolina at Charlotte 2017-00-00 978-0-3554-6894-6 183 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:10638880 2018 As Provided JAN2020

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No Hispanic American Students Males Community Colleges Student Needs Academic Persistence Student Attitudes Student Personnel Services Academic Support Services Program Effectiveness Interaction Interpersonal Relationship Teacher Student Relationship Help Seeking Predictor Variables Role School Personnel Statistical Analysis Perezchica, Inez G. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Only 9% of U.S Latino males have bachelor's degrees. Community colleges are the preferred choice for Latinas/os entering the higher education pipeline. Almost half of first-year community college students leave college without achieving their educational goals. Racial inequalities in education are a symptom of lingering institutional racism. In order to address educational inequities, educational leaders must learn how to support Latino male students. The purpose of this study was to examine the role of institutional agents on Latino male students' commitment to educational goals. In particular, this study sought to assess the added impact of students' perceptions of and use of campus support services, interactions with institutional agents, validation, and socio-academic integrative moments. The study found that 24% of the variance in Latino male students' commitment to educational goals could be explained by interactions with institutional agents. A high-quality interaction with institutional agents influenced students' commitment to educational goals. Bonding with a professor, feeling comfortable asking for help from campus personnel, validation by a professor, and feeling welcome to interact with a professor outside of the class were significant predictors of students' commitment to educational goals. These high-quality interactions denote a more personal connection and have not been previously grouped together in research. For the purpose of this study these high-quality interactions are called "affinity encounters." Affinity encounters are relationship-based and are different from transactional encounters that consist of an exchange of knowledge or information. The study also found that Latino male students' perception of campus services had the highest influence on their commitment to educational goals. Feeling comfortable asking for and accepting help from campus personnel was also a dependent variable predictor. Notwithstanding the benefits of affinity encounters, many Latino male students never met with their community college professors or used campus services. The study confirms the important role that institutional agents have on Latino male students' commitment to educational goals. It also illustrates the low level of interaction that Latino male students have with institutional agents outside of 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.] ED580724 Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study ProQuest LLC Ed.D. Dissertation, California State University, Fullerton 2017-00-00 978-0-3554-6867-0 132 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:10638909 2018 As Provided JAN2020

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Yes Computational Linguistics Translation Statistical Analysis Syntax Semantics Pragmatics Error Correction Remedial Instruction English (Second Language) Second Language Learning Semitic Languages Models Language Research Computer Software College Freshmen Error Analysis (Language) Teaching Methods Foreign Countries Pretests Posttests El-Banna, Adel I. Naeem, Marwa A. Reports - Research Egypt EISSN- English Higher Education This research work aimed at making use of Machine Translation to help students avoid some syntactic, semantic and pragmatic common errors in translation from English into Arabic. Participants were a hundred and five freshmen who studied the "Translation Common Errors Remedial Program" prepared by the researchers. A testing kit that included "A Translation Common Errors Test" booklet, a table of specifications, scoring criteria and a model answer key were prepared by the researchers as well. Besides, a ten-session "Translation Common Errors Remedial Program" also designed by the researchers was implemented. The theoretical basis of that program was the Presentation-Practice-Production (PPP) method. The one-group pre-posttest design was adopted. Statistically, the Paired-samples t-test was utilized to manipulate the collected data. It was found that the "Translation Common Errors Remedial Program," which employed Machine Translation as a model, was effective in bettering participants' translated texts syntactically, semantically and pragmatically. The Researchers added their own observations and concluded with some recommendations for further research. ED580942 Machine Translation as a Model for Overcoming Some Common Errors in English-into-Arabic Translation among EFL University Freshmen Online Submission 2016-12-00 28 N/A 2018 38 As Provided JAN2020

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Yes Vocational Education Research Reports Educational Research Productivity Foreign Countries Apprenticeships Cost Effectiveness Transfer of Training Outcomes of Education Cross Cultural Studies Workplace Learning Participation Inclusion Employment Level Surveys Qualifications Graduation Rate Graduate Study National Programs Job Training Trend Analysis Labor Market Financial Support Indigenous Populations Entrepreneurship Aspiration Intention Pacific Islanders Social Media Reports - Research Collected Works - General Germany Australia ISSN-1838-8515 National Centre for Vocational Education Research (NCVER) (Australia) English Higher Education This report brings together research publicly released by the National Centre for Vocational Education Research (NCVER) over the year. The 2017 compilation reflects an extensive collection of NCVER research activities undertaken during 2017, comprising reports, summaries, infographics, occasional papers, presentations and webinars. NCVER has organized their research program into three priority areas: (1) Structures and systems for skilling and learning; (2) The impact of vocational education and training; and (3) Teaching and learning. Summaries of projects that were published under each of these priorities are presented in this report. [For the previous year, "Research Messages 2016," see ED573529.] ED580943 Research Messages 2017 National Centre for Vocational Education Research (NCVER) 2018-00-00 65 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 2018 0 ERIC JAN2020

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Yes Educational Cooperation Public Schools Charter Schools School Districts Educational Practices Faculty Development Case Studies Teacher Collaboration Program Effectiveness Elementary Secondary Education Maas, Tricia Lake, Robin Reports - Evaluative Illinois (Chicago) Massachusetts (Boston) New York (New York) Center on Reinventing Public Education (CRPE) English Elementary Secondary Education Through research and policy analysis, the Center on Reinventing Public Education (CRPE) seeks ways to make public education more effective, especially for America's disadvantaged students. CRPE helps redesign governance, oversight, and dynamic education delivery systems to make it possible for great educators to do their best work with students and to create a wide range of high-quality public school options for families. Today, an increasing number of districts and charter schools are collaborating across sector lines to improve teaching and learning. CRPE's research has identified three core ways districts and charters are partnering to share key instructional practices: (1) colocating schools to encourage learning from each other; (2) creating residencies and fellowships to train teachers and leaders in a particular approach; and (3) sharing resources and providing professional development trainings and workshops. In the (CRPE) assessment of the national landscape on instructional collaboration, case studies of three programs that promote the sharing of high-impact professional development were conducted: (1) the Summit Learning Program in Chicago Public Schools; (2) the Boston Educators Collaborative in Boston; and (3) Uncommon Schools' Impact partnership in New York City. In each, staff reported improved district-charter relationships at the system level and willingness among educators to collaborate across sector lines. Additionally, in the Summit Learning Program and Uncommon Schools' Impact work, CRPE found early evidence of improved student engagement and outcomes. Significant challenges included extending the work beyond early adopters, transferring discrete instructional practices to less coherent environments, and addressing district-level policy barriers. For education leaders who are starting efforts to share instructional practices, CRPE recommends: (1) Paying attention to local contexts; (2) Clarity on non negotiables; and (3) Secure commitment from district, charter, and other partner organizations. At the moment, collaboration efforts are successfully engaging early adopters. Moving forward to meaningfully improve students' educational experiences will require district leaders to rethink structures like staffing guidelines, grading systems, and scheduling systems. CRPE's ongoing ongoing work on district-charter cooperation will continue to track promising instructional collaborations. ED580944 Passing Notes: Learning from Efforts to Share Instructional Practices across District-Charter Lines Center on Reinventing Public Education 2018-02-00 Bill and Melinda Gates Foundation 16 Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org T 2018 0 ERIC JAN2020

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No College Students Self Efficacy Information Seeking Supplementary Reading Materials Use Studies Academic Achievement School Holding Power Student Surveys Scores Grade Point Average Mixed Methods Research Heinrichs, Abigail Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this quantitative exploratory study was to examine academic self-efficacy at the postsecondary level as it relates to the use of supplementary academic resources. This study focuses on academic self-efficacy levels in relationship to a student's likelihood of seeking out institutional academic resources. The aim of this study was to document current student utilization practices of supplementary academic resources in hopes of informing strategic connections that can then link appropriate resources to the population in need, thereby enhancing student success, student retention, and degree attainment in post-secondary institutions. A series of surveys was used to gather data for this investigation including the College Self-Efficacy Inventory (CSEI) to establish mean self-efficacy scores. This data was later combined with the academic resource survey for analysis. Findings revealed a significant relationship between academic self-efficacy scores and end-of-term grade point averages. Recommendations include strategies to enhance student efficacy levels in hopes of strengthening student self-advocacy, connection to resources, and subsequent 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.] ED579969 An Exploratory Investigation of the Relationship between Academic Self-Efficacy and Use of Supplementary Academic Resources ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-3952-2 159 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:10624627 2018 As Provided JAN2020

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No Entrepreneurship Academic Achievement High School Students Program Descriptions Student Attitudes Curriculum Development Self Concept Student Empowerment Social Change Teaching Methods Qualitative Research Zabenah, Rachel Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Across the United States, systems of education are failing, and this dysfunction is characterized by both academic underachievement and overachievement. This research was an investigation of whether a purpose-driven curriculum contributed to student success in school and in life. This dissertation was intended to inform school systems about methods for creating purpose-driven, social entrepreneurship programs for high school students. This qualitative study showed that the Caritas Scholars Program and Social Entrepreneurship Lab at "the School" was effective in reorienting students' views of success to include service to others, resulting in an overall sense of purpose in school and in life. The findings suggested purpose-driven methods that educators, educational leaders, and policymakers could use to empower students to enact lasting changes in their communities and world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579970 Purpose-Driven Education: Social Entrepreneurship as a Pedagogical Tool for Student Success ProQuest LLC Ed.D. Dissertation, Creighton University 2017-00-00 978-0-3552-4252-2 143 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:10624792 2018 As Provided JAN2020

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Yes Educational Technology Technology Uses in Education Technology Integration Telecommunications Handheld Devices Statistical Analysis Foreign Countries Factor Analysis Regression (Statistics) Likert Scales Principals Assistant Principals Teacher Aides Surveys Teachers Elementary Secondary Education Multivariate Analysis Camilleri, Mark Anthony Camilleri, Adriana Caterina Reports - Research Speeches/Meeting Papers Malta International Association for Development of the Information Society (IADIS) English Elementary Secondary Education This research explores the educators' attitudes and behavioural intention toward mobile applications. The methodology integrates measures from "the pace of technological innovativeness" and the "technology acceptance model" to understand the rationale for further investment in mobile learning (m-learning). A quantitative study was carried out amongst two hundred forty-one educators in small EU state. It has investigated the costs and benefits of using ubiquitous resources, including tablets for m-learning in schools. A principal component analysis has indicated that the educators were committed to using mobile technologies. In addition, a stepwise regression analysis has shown that the younger teachers were increasingly engaging in m-learning resources. In conclusion, this contribution puts forward key implications for both academia and practitioners. [For the complete proceedings, see ED579190.] ED579209 The Technology Acceptance of Mobile Applications in Education International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 28 As Provided JAN2020

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Yes Caseworker Approach Randomized Controlled Trials Academic Support Services Student Personnel Services At Risk Students Potential Dropouts Dropout Prevention Program Implementation Quasiexperimental Design Urban Schools Low Income Students Secondary School Students Program Effectiveness Attendance Patterns Academic Achievement Student Behavior Program Evaluation Outcomes of Education Graduation Rate Dropout Rate Institutional Characteristics Regression (Statistics) Statistical Analysis Parise, Leigh M. Corrin, William Granito, Kelly Haider, Zeest Somers, Marie-Andrée Cerna, Oscar Reports - Research Texas North Carolina MDRC English Higher Education While high school graduation rates are on the rise nationwide, too many students still never reach that milestone, with 7,000 on average dropping out every day. Recognizing that many students need additional support to succeed in school, Communities In Schools (CIS) works to provide and connect students with integrated support services to keep them on a path to graduation. CIS makes some services broadly available to all students at a school, and provides individual case management to those deemed most at risk of dropping out. This report presents the final implementation and impact findings from a two-year randomized controlled trial of CIS case management. This trial is half of a two-pronged national evaluation, the other half being a quasi-experimental study of the whole-school model. The report describes the implementation and effects of CIS case management in 24 mostly urban, low-income secondary schools in two states during the 2013-2014 school year. The study found that CIS case management services succeeded in getting targeted students into more support activities and improving several of their nonacademic outcomes. However, findings also showed that these services did not have a positive effect on students' attendance, academic performance, or behavior after two years. The study also estimated the effect of case management on students' nonacademic and more traditional school outcomes. The final chapter of this report includes implications for practice based on the evaluation findings. The report concludes by considering the results of this random assignment study of case management together with the results of the quasi-experimental analysis of the whole-school model. Taken together, the results suggest that whole-school models of integrated student support offer the promise of positive effects. The results also indicate, however, some areas to which support providers may need to pay close attention, to ensure that students receive services that address their specific needs and that benefit them above and beyond the services already available. ED579210 Two Years of Case Management: Final Findings from the Communities in Schools Random Assignment Evaluation MDRC 2017-04-00 Corporation for National and Community Service (CNCS), Social Innovation Fund (SIF) 150 MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org N/A 2018 25 ERIC JAN2020

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No Principals Inclusion Autism Pervasive Developmental Disorders Decision Making Influences Leadership Role Leadership Styles Classroom Environment Mixed Methods Research Administrative Policy Administrative Principles Predictor Variables Instructional Leadership Elementary School Students Educational Practices Bermani, Michelle Ines Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education In this quantitative and qualitative mixed study, the researcher focused on a range of factors that drive principals' decision making and examined the variables that affect principals' decision-making. The study assessed the extent to which principals' leadership and decision-making processes exert influence on the operations of inclusion classrooms including students with autism spectrum disorder at the elementary school level. The study examined the importance of having knowledge on instructional planning, evidence of effectiveness, specially designed instruction, collaborative decision-making, instructional strategies, governance, and technology. This study revealed that what the principals perceived in relation to the seven variables did not align with the practices in their various buildings. This means principals do not have the experience or training and rely heavily on consultants, specialists, and teachers to make decisions for the students on the autism spectrum in elementary inclusion 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.] ED579430 The Extent to Which Principals' Leadership and Decision-Making Processes Exerts Influence on the Operations of Inclusion Classrooms Including Students with Autism Spectrum Disorder at the Elementary School Level ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-8816-9 152 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:10674053 2018 As Provided JAN2020

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No Adolescents Residential Programs Outcomes of Treatment Qualitative Research Intervention Therapy Teacher Student Relationship Dormitories Program Descriptions Peer Relationship Counselor Client Relationship Scholom, Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English The expansion of treatment interventions in child and adolescent residential milieu therapy in recent decades to include a multiplicity of approaches and techniques has resulted in the reformulation of residential treatment as a "tapestry of therapies" as opposed to a unified effort to maintain a uniquely growth-promoting total environment (Epstein, 2004). Coloring the "tapestry" in recent years are myriad interventions labeled as evidence-based that are implemented in residential settings with drastically increasing frequency. Despite these developments, the ongoing lack of specificity in describing the treatments and interventions received by subjects leaves ambiguous which aspect(s) of the "tapestry" are effective and why. In contrast with the majority of the current research, which measures "objective," concrete behavioral outcomes or level of symptomatology as assessed by treatment providers, qualitative study of the effects of residential treatment from the subjective point of view of the youth in treatment affords a unique depth of understanding of the nature of the treatments themselves, their "active ingredient(s)" and their interconnections with individual intrapsychic and environmental dynamics. The present study explores qualitatively through open-ended clinical interviews of eight participants the subjective experience of adolescents in treatment at the Orthogenic School in order to shed light on the ways in which the total constellation of treatment variables (inter)act on their recipients in relational milieu treatment. Specifically, this exploratory study seeks to illuminate ideas about what the school does for its students. Results suggest primary therapeutic importance of student-dorm staff relationships, followed by program structure and peer and therapist relationships. Aspects of the treatment indicated to be detrimental were segregation of genders and inconsistency of rule implementation between staff. 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.] ED579431 Experiences of Adolescents in Residential Treatment at the Orthogenic School 2013-2015: A Qualitative Study ProQuest LLC Ph.D. Dissertation, Adelphi University, The Institute of Advanced Psychological Studies 2017-00-00 978-0-3553-5403-4 147 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:10669232 2018 As Provided JAN2020

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Yes Teaching Methods Technological Literacy Qualitative Research Telecommunications Handheld Devices Classification Student Surveys Student Attitudes Program Development Undergraduate Students Foreign Countries Self Evaluation (Individuals) Risk Davie, Neil Hilber, Tobias Speeches/Meeting Papers Reports - Research Tests/Questionnaires Germany English Higher Education Repeated surveys have shown that all students at our university have smartphones and use them regularly both at home and in the university. Excessive regular use of anything, including digital devices, can lead to addiction which has promoted researchers to classify and label smartphone addiction as "nomophobia". Using a self-assessment survey developed at Iowa State University this papers evaluates whether nomophobia is a problem at the institution and to what extent. A non-representative sample of 104 students showed that a small minority (<3%) could be classified as having severe nomophobia and almost 40% as moderately nomophobic. The remaining students were classed as mildly nomophobic with absolutely zero students being categorized as not nomophobic. This creates a potential risk for any teacher-led activities, such as mobile learning, which encourage further use of mobile devices. It is therefore recommended that this situation be monitored and that the issue of nomophobia be included in future programs teaching digital literacy. Further research using qualitative methods is recommended to gain more accurate data and a deeper insight into how students are using their smartphones and how aware they are of the dangers of nomophobia. [For the complete proceedings, see ED579190.] ED579211 Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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Yes Theater Arts Teaching Methods Undergraduate Students Foreign Countries Dance Education Drama Telecommunications Handheld Devices Computer Assisted Instruction Class Activities Blended Learning Online Courses Video Technology Learning Experience Mixed Methods Research Student Surveys Li, Zihao Speeches/Meeting Papers Reports - Research China English Higher Education Mobile learning (m-learning) challenges the traditional definition of teaching and learning. M-learning concept is gaining popularity because it enables learning across multiple contexts and disciplines by using portable mobile devices. In recent years, it has attracted increasing attention at the tertiary level as some institutions adopt Bring Your Own Devices (BYOD) in classrooms. While m-learning is becoming ubiquitous as educators often hear about it at conferences and encounter it in literature, one might assume that many educators know about and use it in teaching. It is not, especially in theater arts classrooms. In Dance and Drama education, for instance, the use of mobile teaching and learning is extremely limited both in literature and in practice. This study looks at 146 undergraduate students in three General Education (GE) classes (two Drama and one dance) over fourteen weeks at a comprehensive university in Southern China. During lectures, in class and online, smartphones were integrated in learning and they were used in a variety of class related activities including ZOOM, virtual presentations, online polls, and video making to further engage students in deep learning. This study finds that though challenges exist, the fusion of the multichannel teaching approach (m-learning, blended learning, in class/online lectures) has enhanced teaching and learning experiences among theatre arts students. [For the complete proceedings, see ED579190.] ED579212 Mobile Learning in the Theater Arts Classroom International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, Apr 10-12, 2017) 2017-04-00 5 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 22 As Provided JAN2020

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Yes Teacher Shortage State Policy Labor Market Faculty Mobility Change Strategies Regional Characteristics Castro, Andrene Quinn, Daniel J. Fuller, Edward Barnes, Michael Reports - Evaluative EISSN- University Council for Educational Administration English Teacher shortages pose a major challenge for state policy makers, district leaders, and school leaders. Importantly, however, the severity of the shortage differs by the particular dynamics of state- and local- teacher labor markets with some regions and states experiencing more severe shortages than others. This brief examines the elements of the shortage of teachers and concludes with recommendations for policymakers at all levels of the education system. ED579971 Addressing the Importance and Scale of the U.S. Teacher Shortage. UCEA Policy Brief 2018-1 Online Submission 2018-01-00 4 N/A 2018 10 As Provided JAN2020

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Yes Foreign Countries Second Language Instruction English (Second Language) Sentences Intonation Proverbs Suprasegmentals Language Universals Pronunciation Instruction Language Rhythm Articulation (Speech) Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey ISSN-1877-0428 English Suprasegmental elements such as "stress," "pitch," "juncture" and "linkers" are language universals that are uttered naturally in the mother tongue without prior training but need to be learned systematically in the target language. Among other techniques of "sentential pronunciation teaching" to second language (L2) students, exercises with proverbs in the target language can be utilized effectively to acquire natural rhythm and articulation. By addressing a natural interest in traditional wisdom and common sense, proverbs in the target language benefit students with their grammatical and lexical importance and can be used to produce acceptable pronunciation and intonation in the new language. Going that one step further from word stress to sentential intonation by working on broad transcriptions, pronunciation teachers may produce a crystal pronunciation contributing to better communication. Keywords: primary stress, secondary stress, sentential intonation, pitch, juncture. ED579972 Teaching Sentential Intonation through Proverbs Online Submission Procedia - Social and Behavioral Sciences v46 p4334-4338 2012 2012-00-00 5 N/A 2018 12 As Provided JAN2020

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Yes Turkish Speech Communication Pronunciation Phonemes Metalinguistics Semitic Languages Etymology Language Variation Language Attitudes Teaching Methods Vowels Foreign Countries Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey EISSN- English The voiceless allophones of (alveolo) palatal stop consonant [c] and velar stop consonant [k] of the phoneme /k/ represented by the letter "K" exists in almost all languages of the world. Which of these will be sounded in speech is determined by the type of the vowel that are adjacent to them. In Turkish, the dark variant [k] occurs mainly in words deriving from Arabic origin containing the letter "qaf", whereas the soft/clear variant [c] from those containing "kef". Some Turks who are not very careful with their speech, sound the standard soft sound [c] unduly like the harder one [k] for no apparent reason. The words such as "dükkan" (store) or "kase" (bowl) are pronounced by such speakers with the harder allophone [k] rather than the standard soft [c] as expected. Although this discrepancy does not hinder communication, it is considered substandard by the educated, and cause embarrassment. In order to remedy this deviation, the author suggests an awareness of the individual occurrences of such allophones, and as a remedial therapy a "minimal pairs" technique to help such speakers bring their practice to the acceptable norms of modern, educated spoken Turkish. ED579973 The Phenomenon of Unduly Hardening [C] (Palatal Stop) to [K] (Velar Stop) in Turkish Speech and Its Remedy through Minimal Pairs Online Submission International Journal of Arts Humanities and Social Sciences (IJAHSS) v1 n1 p13-24 Aug 2016 2016-08-00 12 N/A 2018 48 As Provided JAN2020

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No Educational Technology Handheld Devices Technological Literacy Influence of Technology Computer Software Courseware Mixed Methods Research Classification Elementary School Teachers Grade 5 Semi Structured Interviews Focus Groups Online Surveys Statistical Significance Use Studies Incidence Technology Integration Usability Barriers Participant Satisfaction Twu, Ming-Lii Dissertations/Theses - Doctoral Dissertations Texas EISSN- English Elementary Education The purpose of this mixed methods study was to employ the International Society for Technology in Education (ISTE) Standards for Students as taxonomy to classify educational mobile application (app) software into seven categories and empirically examine the influence on students' technology literacy. A purposeful sample of fifth grade core subject teachers at 19 Title I elementary schools in a large suburban school district in southeast Texas were solicited to provide responses to the online Educational Apps Categories and Usage Survey and to participate in follow-up semi-structured interviews and focus groups. The TechLiteracy Assessment (TLA) was administered to all fifth grade students to assess students' technology literacy in seven strands. A total of sixty-three fifth grade teachers responded to the online survey and sixteen participated in the follow-up semi-structured interviews and focus groups. This study incorporated both quantitative and qualitative data. Quantitative data were collected from the online survey to determine whether a relationship existed between students' technology literacy in seven strands and categorical choices of educational mobile app software in seven categories. Quantitative data were analyzed using means and Pearson's Product Moment Correlations (r) in IBM SPSS. Qualitative data were collected from follow-up interviews and focus groups. Both were digitally recorded all responses and transcribed verbatim. Qualitative data were analyzed using an inductive coding process in QSR NVivo. Findings indicated higher technology literacy scores in specific technology literacy and were reflective of integrating educational apps in certain categories. There was not a statistically significant relationship between frequency of use of educational mobile app software and school average of TLA scores. Teachers predominately integrated educational mobile app software in the knowledge constructor and the computational thinker categories of the ISTE categories. Findings suggested teachers' perceived a positive influence of integrating educational apps on students' technology literacy. Lack of time, resources, training, and support were among the perceived barriers that impeded the effectiveness of educational apps integration. Limitations, implications, and recommendations for future study research were also discussed in 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.] ED579432 Examining the Influence of Educational Mobile Application Software on Students' Technology Literacy ProQuest LLC Ed.D. Dissertation, University of Houston-Clear Lake 2017-00-00 978-0-3553-6302-9 209 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:10670104 2018 As Provided JAN2020

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No Mixed Methods Research Teacher Attitudes Administrator Attitudes Graduates College Readiness Hypothesis Testing Organizational Culture Questionnaires Interviews Data Analysis Educational Improvement Inforna, Michael D. Dissertations/Theses - Doctoral Dissertations EISSN- English This study examined teacher and administrator perceptions of their school as a learning organization and the degree to which students graduate "college-ready." The study followed a mixed-methods design to explore the hypothesis that the extent to which teachers and administrators perceive their school as a learning organization is related to the degree that students graduate "college-ready." To test this hypothesis, the 21-item Dimensions of a Learning Organization Questionnaire was administered and interviews were conducted. A total of eight schools responded yielding 140 total survey responses and six interviews from the exemplar school. The data analysis included all participants and data for two schools was disaggregated to examine unique systems. The findings of the study indicate that a relationship exists between the perceived presence of which a school operates as a learning organization and the degree to which students graduate "college-ready." The study offers practical suggestions as to how schools can improve their system functions to reflect the seven dimensions of a learning organization more evenly throughout the system and its members in order to improve organizational 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.] ED579433 A Mixed Methods Examination of the Relationship between Teacher and Administrator Perceptions of Their School as a Learning Organization and the Degree to Which Students Graduate "College-Ready" ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-6775-1 380 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10670521 2018 As Provided JAN2020

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No Mixed Methods Research Dormitories Coping Stress Management Environmental Influences Work Environment Surveys Correlation Individual Characteristics College Freshmen Gender Differences Drug Use Drinking Self Concept Time College Students Administrator Attitudes Wilkes, Ben Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This mixed-methods study examined tertiary-level residence-hall directors' reported coping behaviors for three systems of stress: environmental, personal, and work. It surveyed a convenience sample of 128 respondents using the Brief COPE scale (Carver, 1997). Reported length of service, genders, and hall populations were matched with 28 types of coping behaviors on 14 scales and two designated types: healthy and unhealthy. This study found a correlation between three RHD demographics and 28 specific coping behaviors. It also found eight strong positive correlations to the number of first-year students living in the RHDs' residence halls. Additionally, it found strong gender differences in the use of drugs and alcohol and self-blame, both of which are unhealthy behaviors. Length of service was not found to correlate with coping behaviors. Female gender was strongly related to unhealthy self-blame as well as unhealthy uses of alcohol and other drugs. Increases in first-year-student hall populations were strongly related to unhealthy coping behaviors. Recommendations included action plans for residence-hall directors to increase their healthy coping behaviors and reduce unhealthy 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.] ED580725 Coping Behaviors of Residence Hall Directors ProQuest LLC Ed.D. Dissertation, Edgewood College 2017-00-00 978-0-3555-0202-2 89 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638921 2018 As Provided JAN2020

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No Behavioral Sciences Learning Motivation Adult Learning Leadership Andragogy Self Determination Transformational Leadership Questionnaires Leadership Styles Predictor Variables Correlation Statistical Analysis Sabga, Natalya I. Dissertations/Theses - Doctoral Dissertations Multifactor Leadership Questionnaire EISSN- English Adult Education This study examines if a relationship exists among three rich research streams, specifically the behavioral science of motivation, adult learning and leadership. What motivates adult professionals to continue learning and how is that connected to their style and efficacy as leaders? An extension of literature to connect Andragogy, Self-determination and Transformational Leadership Theory is explored. Responses to questions adapted from the Carre Model of Adult Orientation and Implication on Learning and Training Activities (Carre, 1997) and the Multifactor Leadership Questionnaire (Avolio & Bass, 2000) are compared among a sample of adult professionals in leadership positions. Results indicate that learning motivation orientation is predictive of and positively correlated with leadership style. How learning motivation can be used as a tool to predict leadership style, enhance leader selection, development and succession is discussed along with further implications of the "learner-leader" for the purposes of research, practice and higher education initiatives. This quantitative study can offer important insights into how the attribute of an intrinsic motivation to learn can act as an antecedent to Transformational leadership behavior, and the impact that Transformational leaders have upon their teams and 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.] ED580726 Leaders Who Learn: The Intersection of Behavioral Science, Adult Learning and Leadership ProQuest LLC Ph.D. Dissertation, University of South Florida 2017-00-00 978-0-3554-6381-1 145 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:10636182 2018 As Provided JAN2020

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Yes Parent Attitudes School Choice Decision Making Parent Surveys Preferences Educational Quality School Safety Student Transportation Satisfaction Student Educational Objectives Educational Vouchers School Districts Charter Schools Private Schools Tax Credits Scholarships Statistical Significance Statistical Analysis Catt, Andrew D. Rhinesmith, Evan Reports - Research Numerical/Quantitative Data Indiana EdChoice English In this report, the authors examine the responses of Indiana school parents from all sectors to a survey--developed by EdChoice and conducted by Hanover Research--that aims to measure what motivates them to choose schools, their children's schooling experiences, their awareness of school choice options, their satisfaction levels, and the goals they set for their children's education. The findings in this report come from an original survey of parents whose children are enrolled in Indiana's schools, broken down into five distinct segments: voucher parents, tax-credit scholarship parents, public district school parents, public charter school parents, and non-choice private school parents--parents who pay for private schooling out of pocket rather than with the assistance of a school choice program. This report addresses five research questions: (1) What motivates parents to leave one school for another school? (2) How important are academic quality, safety, and transportation to their decisions? (3) How difficult is it for parents to find the preferred schools for their children? (4) How satisfied were parents with their current and former schools? (5) What level of importance do parents place on a variety of educational goals for their children? ED579213 Why Indiana Parents Choose: A Cross-Sector Survey of Parents' Views in a Robust School Choice Environment EdChoice 2017-09-00 60 EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org N/A 2018 0 ERIC JAN2020

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Yes Educational Legislation Federal Legislation Program Implementation Evidence Based Practice Educational Improvement Educational Practices Definitions State Departments of Education State Agencies Decision Making Standards Educational Benefits Fleischman, Steve Scott, Caitlin Sargrad, Scott Reports - Research No Child Left Behind Act 2001 Center for American Progress Knowledge Alliance English Signed into law in December 2015, the Every Student Suceeds Act (ESSA) offers state education agencies significant opportunities to use evidence to support the improvement of schools and ensure better outcomes for all students. ESSA replaces the law, regulations, and guidance established through the 2001 No Child Left Behind Act (NCLB), but two elements of the new legislation stand out: (1) the shift away from federal mandates toward greater state and local authority; and (2) the emphasis on evidence-based school improvement practices. This report addresses this second element by clarifying the definition of "evidence-based" that ESSA uses, distinguishing it from the "scientifically based research" provisions of NCLB and providing a framework for how state education agencies can maximize collaborative efforts to implement evidence-based school improvement practices. In summary, the evidence-based approach encourages state and district leaders to consider multiple tiers of evidence and examine the strength of the evidence in making decisions. On the other hand, scientifically-based research sets a very specific, narrow standard for acceptable evidence. These two terms will also be examined in this report. ED579214 Better Evidence, Better Choices, Better Schools: State Supports for Evidence-Based School Improvement and the Every Student Succeeds Act. Series on Implementation of the Every Student Succeeds Act Center for American Progress 2016-08-00 28 Center for American Progress. 1333 H Street NW 10th Floor, Washington, DC 20005. Tel: 202-682-1611; Web site: http://www.americanprogress.org N/A 2018 0 ERIC JAN2020

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Yes English Language Learners State Programs Accountability Educational Legislation Federal Legislation Educational Planning Statewide Planning Educational Change Educational Assessment Academic Standards State Policy Educational Policy Policy Formation Academic Achievement Value Added Models Language Proficiency Statistical Analysis Elementary Secondary Education Hakuta, Kenji Pompa, Delia Reports - Descriptive Elementary and Secondary Education Act Title I Council of Chief State School Officers (CCSSO) English Elementary Secondary Education Since the passage of the Every Student Succeeds Act (ESSA) in 2015, state teams have been preparing their state plans aligned with ESSA for submission in April or September 2017 to the U.S. Department of Education. Because ESSA lands much of the decision-making and responsibility in education at the state and local levels, state education leaders are encouraged to develop plans that not only meet the requirements in the new law but that align with the state's strategic vision to best meet the needs of all students. One of the major changes under the new law is that many of the standards, assessment, and accountability requirements that previously fell under Title III are now under Title I. For example, the assessment and accountability of English Learners (ELs) moved to Title I and must be included in the state's overall accountability system. These changes afford states an opportunity to reflect on their vision for strengthening English learners' achievement by considering their instruction and professional development strategies related to English learners as well as their goals for English proficiency as they craft an accountability system. This brief is intended to accompany the technical paper, "Incorporating English Learner Progress into State Accountability Systems" (Goldschmidt & Hakuta 2017) to provide guidance to state teams about including ELs most effectively in their Title I accountability plan. [For "Incorporating English Learner Progress into State Accountability Systems," see ED578899.] ED580945 Including English Learners in Your State Title I Accountability Plan Council of Chief State School Officers 2017-01-00 8 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 2018 0 ERIC JAN2020

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No Emotional Intelligence Teaching Methods Case Studies Problem Solving Decision Making Skill Development Student Characteristics Student Needs Student Diversity Educational Resources Compensation (Remuneration) Early Childhood Education Preschool Teachers Social Development Emotional Development Faculty Development Pizzo, Peggy Daly Books Reports - Descriptive English Early Childhood Education In this much-needed text, the author provides dilemma-based teaching cases that teachers and early childhood leaders can analyze and discuss to build problem-solving and decision-making skills. Readers will reflect on challenges they are likely to experience in practice, addressing issues such as linguistically and culturally isolated children, children refusing to share with others, high-energy children struggling to develop self-regulation and executive function, and children experiencing trauma. They will also examine issues related to inadequate resources and teacher compensation. Each case portrays early childhood practitioners as they transform challenging scenarios into opportunities for the growth of social and emotional skills. This one-of-a-kind resource can be used for professional development, for courses that address the emotional and social development of young children, and with students beginning their supervised field experience to help bridge their research and practice. This book features: (1) original teaching cases that combine research, theory, and the experiences of highly skilled teachers and leaders; (2) compelling narratives that encourage students to generate and share "inner portfolios" of emotionally intelligent strategies; (3) discussion questions for each case designed to stimulate analytic and critical reasoning; (4) "Resources for Delving Deeper" for both research and best practice program guidance; and (5) a case-based professional development approach that instructors can use to balance both didactic presentations and supervised field experiences. (Foreword by Edward F. Zigler.) [This book was written with the assistance of Teresa Gonczy O'Rourke and Ed Greene.] ED580946 Teaching and Leading with Emotional Intelligence: A Dilemma-Based Casebook for Early Care and Education Teachers College Press 2017-11-17 978-0-8077-5884-7 Teachers 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/teaching-and-leading-with-emotional-intelligence-9780807758847 2018 As Provided JAN2020

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Yes High Schools Exit Examinations Scores Grade Inflation Academic Achievement Cutting Scores Probability Graduation African American Students White Students Racial Differences Graduation Rate Hispanic American Students Educational Attainment Dee, Thomas S. Dobbie, Will Jacob, Brian A. Rockoff, Jonah Reports - Research Numerical/Quantitative Data New York (New York) New York State Regents Examinations ISSN- Stanford Center for Education Policy Analysis (CEPA) English High Schools In this paper, we show that the design and decentralized, school-based scoring of New York's high school exit exams--the Regents Examinations--led to the systematic manipulation of test sores just below important proficiency cutoffs. Our estimates suggest that teachers inflate approximately 40 percent of test scores near the proficiency cutoffs. Teachers are more likely to inflate the scores of high-achieving students on the margin, but low-achieving students benefit more from manipulation in aggregate due to the greater density of these students near the proficiency cutoffs. Exploiting a series of reforms that eliminated score manipulation, we find that inflating a student's score to fall just above a cutoff increases his or her probability of graduating from high school by 27 percent. These results have important implications for educational attainment of marginal high school graduates. For example, we estimate that the black-white graduation gap is about 5 percent larger in the absence of test score manipulation ED580232 The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations. CEPA Working Paper No. 16-08 Stanford Center for Education Policy Analysis 2016-04-00 66 Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu N/A 2018 39 As Provided JAN2020

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Yes Profiles Higher Education Trustees Governing Boards State Universities Institutional Mission Educational Planning Economic Development Educational Finance Budgets Salaries College Faculty Graduation Rate Tuition School Holding Power Student Financial Aid Enrollment Trends Student Characteristics Resource Allocation Academic Degrees Institutional Characteristics Racial Composition Gender Differences College Transfer Students Undergraduate Students Public Colleges Educational Objectives Enrollment State Colleges Enrollment Rate State Aid Teacher Salaries Residence Requirements Atchison, Eric. S. Reports - Descriptive Numerical/Quantitative Data Mississippi Mississippi Board of Trustees of State Institutions of Higher Learning English Higher Education The Mississippi Institutions of Higher Learning (IHL System), under the governance of its Board of Trustees, operates as a strong public university system with eight distinct, mission-driven- universities, and enhances the quality of life of Mississippians by effectively meeting their diverse educational needs. In so doing, the IHL system will be characterized by, and become nationally recognized for, its emphasis on student achievement and on preparing responsible citizens; its adherence to high academic standards and to quality in instruction, research, service, and facilities; and its commitment to affordability, accessibility, and accountability. Five-year Goals for the system have been developed in order for the Planning Principles to come to fruition. Successful accomplishment of these Goals will strengthen not only the educational and economic foundation in the state, but also the comprehensive societal well-being of the state, the region, the nation, and beyond. Strategies used to meet these system goals are set by the individual universities in order to ensure respect for the distinctive mission and scope of each institution. Following an explanation of terms, mission statements and goals and priorities, this report provides numerous tables, graphs, and maps detailing the status of Mississippi state institutions of higher learning. "Enrollment, Graduation Rates & Degrees" provides enrollment, graduation rates, and degrees, providing data by race, gender, residence, and age. "Appropriations FY 2016" compares appropriations FY 2015 and FY 2016. It also presents information on the allocation of funds and the total operating budgets FY 2016. "Budget Request FY 2017" details requests for FY 2017. "Student Financial Aid" contains tables related to trends in state student financial aid programs. ED580233 IHL System Profile: A Report from the Board of Trustees of State Institutions of Higher Learning Mississippi Board of Trustees of State Institutions of Higher Learning 2017-03-00 61 Mississippi Board of Trustees of State Institutions of Higher Learning. 3825 Ridgewood Road, Jackson, MS 39211. Web site: http://www.mississippi.edu/research/stats.html N/A 2018 0 ERIC JAN2020

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Yes Data Collection Data Analysis Intervention Program Implementation Fidelity Educational Technology Technology Uses in Education Integrated Learning Systems Online Courses Models Assignments Homework Grade 7 Secondary School Mathematics Middle Schools Mathematics Instruction Feng, Mingyu Roschelle, Jeremy Murphy, Robert Heffernan, Neil Speeches/Meeting Papers Reports - Research Maine EISSN- English Grade 7 The field of learning analytics is rapidly developing techniques for using data captured during online learning. In this article, we develop an additional application: the use of analytics for improving implementation fidelity in a randomized controlled efficacy trial. In an efficacy trial, the goal is to determine whether an innovation has a beneficial effect under best-case implementations. Analytics is more accurate and less expensive than traditional ways of collecting and analyzing implementation fidelity data, and may allow targeted adaptations of the innovation that improve the quality of the research. We report our experience in developing and using analytics during the course of an efficacy trial that evaluated the use of ASSISTments as an online homework tool for middle school mathematics. [This paper was published in: ICLS 2014 Proceedings, Boulder, CO, USA, June 23-27, 2014. p527-534.] ED579215 Using Analytics for Improving Implementation Fidelity in an Large Scale Efficacy Trial Grantee Submission Paper presented at the International Conference on Learning Science (Boulder, CO, Jun 23-27, 2014) 2014-06-00 Institute of Education Sciences (ED) 8 T 2018 21 As Provided JAN2020 Yes R305A120125

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Yes Intelligent Tutoring Systems Homework Educational Technology Technology Uses in Education Program Effectiveness Randomized Controlled Trials Middle Schools Feedback (Response) Formative Evaluation Public Schools Grade 7 Mathematics Instruction Faculty Development Interviews Pretests Posttests Teacher Surveys Feng, Mingyu Roschelle, Jeremy Heffernan, Neil Fairman, Janet Murphy, Robert Speeches/Meeting Papers Reports - Descriptive Maine EISSN- English Middle Schools Much research has been done on the development of an intelligent tutoring system (ITS), and small empirical studies have demonstrated the effectiveness of ITS at promoting student learning. However, large-scale implementation of ITS in school settings has not been researched thoroughly. In this paper, we describe an ongoing randomized controlled trial (RCT) to evaluate the efficacy of a web-based tutoring system--the ASSISTments--as support for homework. The program is used in 46 middle schools in the state of Maine, to provide immediate feedback to students, and to provide reports to teachers to support homework review and instruction adaptation. We describe the challenges for the RCT, approaches used to understand implementation of the system, and findings on how the system is being used. [This paper was published in: Proceedings of ITS 2014, Honolulu, HI, USA, June 5-9, 2014. p561-566.] ED579216 Implementation of an Intelligent Tutoring System for Online Homework Support in an Efficacy Trial Grantee Submission Paper presented at the International Conference on Intelligent Tutoring Systems (Honolulu, HI, Jun 5-9, 2014) 2014-00-00 Institute of Education Sciences (ED) 6 T 2018 15 As Provided JAN2020 Yes R305A120125

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Yes Gender Differences Homework Middle School Students Grade 7 Randomized Controlled Trials Educational Technology Technology Uses in Education Feedback (Response) Student Records Standardized Tests Scores Help Seeking Statistical Analysis Intervention Feng, Mingyu Roschelle, Jeremy Mason, Craig Bhanot, Ruchi Reports - Research Speeches/Meeting Papers Maine EISSN- English Middle Schools Recent studies [10, 23] using US nationwide databases showed high school boys spent significantly less time doing homework than girls, based on their responses to questionnaires and surveys. To investigate gender differences in homework in middle school, in this paper, we analyzed computer log data and standardized test scores of more than 1,000 7th grade students who participated in a large-scale randomized controlled online homework efficacy study. Students used the ASSISTments platform to do their homework for a school year. Our results suggested no significant difference between the time the two genders spent on homework overall. There was a marginally significant difference on homework time between genders in the high performing group only. When examining the system-student interaction data, we found significant difference between boys and girls in their help seeking behaviors. In addition, we found out that boys have benefited from the online homework intervention more than girls. [This paper was published in: Proceedings of the 9th International Conference on Educational Data Mining, June 29-July 2, 2016, Raleigh, NC. p364-369.] ED579217 Investigating Gender Differences on Homework in Middle School Mathematics Grantee Submission Paper presented at the International Conference on Educational Data Mining (9th, Raleigh, NC, Jun 29-Jul 2, 2016) 2016-00-00 Institute of Education Sciences (ED) 6 T 2018 39 As Provided JAN2020 Yes R305A120125

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Yes Multilingualism Phonetics Phonology Sampling Russian English Turkish Dictionaries Comparative Analysis Turkic Languages Linguistic Borrowing Computational Linguistics Yurtbasi, Metin Journal Articles Reports - Descriptive EISSN- English The aim of this article is to present to the reader a sampling (860 items) from the Qazaq phonological terminology with their equivalents in Russian, English and Turkish. There has been many linguistic studies and publications in the Qazaq sound system both by Qazaq and foreign scholars in form of books, articles and glossaries. Qazaq is a member of the larger Turkic language family and therefore shares many similarities with other Turkic languages maintaining also some local elements. The terms in the Qazaq phonological corpus are mostly the creation of the vernacular. But some are also borrowings from Russian terms (derivatives of Latin and Greek origin) and the neighboring Turkic languages notably from Turkish. Literature on the Qazaq sound system both in local and other languages provide ample terminology sometimes with their equivalents in other major languages. Especially those published abroad, i.e., Russia, China, Turkey, etc., compare such items with equivalents in others. A new project titled "Multilingual Dictionary of Phonetics and Phonology" contains a corpus of the most common 10,000 phonological terms in English matching their counterparts in 26 languages among them is Qazaq. The data coming in for Qazaq are not only part of published literature and glossaries but also the result of dedicated efforts on the part of the scholars interested in the Project who meticulously search for the best equivalents and in some cases coin their own neologisms. Most of the Qazaq terminology presented in this paper appear the first time in literature as a bid to contribute to the ever-growing Qazaq phonological lexicography for the benefit of both Qazaq and foreign scholars studying the sound system of this language. ED579974 A Multilingual Dictionary Also Containing Qazaq Terminology in Phonetics and Phonology Online Submission International Journal of Arts Humanities and Social Sciences v2 n11 p78-103 Dec 2017 2017-12-00 26 T 2018 63 As Provided JAN2020

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Yes Translation Semitic Languages Vowels Islam Muslims Written Language Correlation Grammar Alphabets Orthographic Symbols Morphemes Graphemes Phonology Teaching Methods Second Language Learning Second Language Instruction Languages for Special Purposes English (Second Language) Suprasegmentals Yurtbasi, Metin Journal Articles Reports - Descriptive EISSN- English The greatest difficulty in reading Arabic script for nonnatives is the absence of short vowels. The correlation of 28 consonants with sounds poses no great difficulty. In Arabic, there are six vowel phonemes which are voiced only by three letters with help of some relevant diacritical marks (?arakat). As the bulk of Arabic publications is written without such marks, foreign readers are at a loss to read the written work intelligibly unless they are familiar with the grammar of the language. Especially practicing Muslims who are required to read the Islamic Scripture Qur'an even without a deep knowledge of its language are unable to produce acceptable articulation. In order to meet the needs of such nonnative believers and the learners of the Arabic language, many attempts have been made to transliterate (romanize) the texts replacing letters with their close equivalents in the Latin alphabet by some modifications. Although this method has helped somewhat in decoding the consonants, the issue of vowel representation has always been an unresolved issue. The IPA advocates suggested corresponding vowels from its files and that seems to have solved at least the segmental part of the problem. However, knowing that the overall speech intelligibility lies more with prosody, i.e. proper rhythm and intonation, the author believes that markings relating to such features should also be added to the transcription. This article presents an innovative approach to Arabic transcription using a pattern on a popular scriptural text, i.e. the "Surah Yousuf" the first time ever in literature. First the grapheme-morpheme transcription of the text with "i'rab" has been used according to ALA-LC transcription. After the meaning chunks have been further separated by pause signs, word stress levels and linking cases were also marked. Thus it is hoped that a more intelligible Arabic IPA transcription is reached for those interested in reading and teaching to read Arabic script clearly for personal or scholarly purposes. ED579975 Sura Yusuf in Full IPA (Segmental-Suprasegmental) Transcription with English Translation Online Submission International Journal of Arts Humanities and Social Sciences v1 n4 p145-161 Nov 2016 2016-11-00 17 N/A 2018 23 As Provided JAN2020

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Yes Homework Mathematics Instruction Grade 7 Formative Evaluation Educational Technology Technology Uses in Education Feedback (Response) Student Records Assignments Feng, Mingyu Reports - Research Speeches/Meeting Papers Maine EISSN- English Grade 7 Homework has been a mysterious world to educators due to the fact that it is hard to collect data with regard to homework behaviors. Little is known about when a student works on homework, how long it takes him to complete the homework, how much time he spends on a problem and whether and where he has struggled, etc. Such information not only have implications on a student's performance level on assigned skills, but also are potential indicator of his non-cognitive status, such as engagement with homework and whether he was persistent. In this paper, we present our initial effort to uncover the mysterious world through exploratory analyses of the system logs from the ASSISTments platform when 690 7th grade students in the state of Maine did their math homework in the system. [This paper was published in: Proceedings of EDM 2014, London, UK, July 4-7, 2014. p425-426.] ED579218 Towards Uncovering the Mysterious World of Math Homework Grantee Submission Paper presented at the International Conference on Educational Data Mining (London, England, Jul 4-7, 2014) 2014-07-00 Institute of Education Sciences (ED) 2 T 2018 5 As Provided JAN2020 Yes R305A120125

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No Teacher Characteristics Personal Narratives Beliefs Teacher Empowerment Teacher Attitudes Teacher Student Relationship Beginning Teachers Professional Identity Inquiry Influences High Schools Metropolitan Areas Epistemology Moral Issues Social Support Groups Reid, Hannah Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools New teachers are supported extensively while participating in teacher training programs and during the first years of teaching. During this time, there are opportunities for the new teacher to explore their self-identity and determine how they will interact with students in the classroom. As teachers enter the later years of their careers and are considered experienced, they are forced to contend with changing political and societal factors that influence their experiences around teaching in the classroom, often times without the extensive support that is provided for the teachers in their first years. Through a lens of social constructivism, narrative inquiry was used to "story" the lives of four teachers in high schools around a Midwestern metropolitan area. The theoretical framework, constructed around theories of experience and self-identity formation, explored these teachers' personal experience narratives and mapped their moral sources, traditions, and epistemological beliefs. The research found that the experiences teachers narrated were either stories of empowerment or stories of skepticism, and worked to influence the narrated self-identity and teacher/student interactions in both supportive and challenging ways. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579219 Teacher Self-Identity: A Narrative Inquiry into the Lives of Teachers and the Influences on Their Interactions with Students ProQuest LLC Ph.D. Dissertation, Cleveland State University 2017-00-00 978-0-3551-8479-2 234 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:10645333 2018 As Provided JAN2020

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No Principals Leadership Qualities Emotional Development Social Development Minimum Competencies Case Studies Elementary Schools Trust (Psychology) Teacher Administrator Relationship Organizational Effectiveness Affective Behavior Interviews Questionnaires Observation Administrator Surveys Correlation Administrator Attitudes Williams, Angelina M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Emotional and Social Competencies (ESCs) are considered important to school leadership because it is believed that they can help to build trusting relationships with staff and improve organizational capacity within the school. Limited case study research has been conducted on how ESCs are manifested in principal practice. This case study is designed to provide an in-depth description of one elementary school principal's demonstration of emotional and social competencies and their apparent connections to trusting relationships with the staff and improved school organizational capacity. Drawing on literature on school principal leadership, affective dimensions of leadership, trusting relationships in organizations, and organizational capacity, this study uses data from an interview, an open-ended questionnaire, observations, documents, and a survey to provide a descriptive account of how ESCs are evidenced in the leadership practice of one elementary school principal. Overall findings suggest a high correlation between principal ESCs and the trusting relationships necessary to build school capacity. In short, not only are strong principal ESCs, trust, and organizational capacity highly correlated in this school, but there is theoretical reason to suggest causal relationships: if ESCs are conducive to building trust, and trust is conducive to building school capacity, then principal emotional and social competencies are likely to be critical for effective school improvement leadership. This study holds implications for greater attention to ESCs in preparing principals for effective leadership, for principals in practice, and for future research on such issues as how ESCs are best developed in principals and how and why ESCs relate to effective school 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.] ED579220 Emotional and Social Competencies of a Principal School Leader ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7810-4 155 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:10644576 2018 As Provided JAN2020

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No Grading Teacher Attitudes Educational Practices Middle School Teachers Teacher Surveys Likert Scales Feedback (Response) Expectation Qualitative Research Statistical Analysis Educational Change Carson, Jennifer Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Grades in schools can be subjective in nature. Yet, grading remains a key piece in the American education system. Beliefs around grading practices are deeply held and can vary from teacher to teacher. This study aims to explore how teachers arrive at their own grading practices and to analyze teachers' perceptions of implementing common grading expectations at one middle school in the Midwest. The implementation was grounded in research surrounding ethical change leadership. In year two of implementation, certified staff responded to a survey of Likert scale and open-ended questions providing feedback on implementing common grading expectations. The medians of responses were analyzed and compared to subgroups of grade level taught, core teachers, exploratory teachers, other certificated staff, years of experience, content area, leadership experience, and experience teaching in more than one district. Then the open-ended qualitative responses were used to explain or justify the quantitative data. Overall findings indicated no significant differences in perceptions of the subgroups. However, qualitative data showed concerns with retakes and how authentic conversations and relationships are at the core of effective change in schools. Though this study is not intended to be replicated across other schools, it may serve as a learning opportunity when considering a change initiative in grading 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.] ED580727 Middle School Common Grading Expectations and Teacher Perceptions of Grading Pedagogy ProQuest LLC Ed.D. Dissertation, University of Nebraska at Omaha 2017-00-00 978-0-3555-2557-1 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637484 2018 As Provided JAN2020

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No Educational Technology Technology Uses in Education Mentors Computer Mediated Communication Ethnography Peer Teaching Telecommunications Handheld Devices Use Studies Parents College Students Planning Communication Strategies Interviews Barriers Varner, Brenda Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The original goal of this project was to build a peer e-mentoring program for parents and measure the effect of the program on persistence. In spite of strong mentor participation, two terms of focused recruiting did not attract mentees. This sparked the question of why those who had successfully navigated the higher education system thought a peer e-mentoring program was needed but those in the process did not. A focused ethnography was designed to try to understand why students with children were resistant to peer e-mentoring. Students with children used technology to integrate the various roles of life. They used smart phones to organize, schedule, and research. They used them to schedule rides or childcare for children, communicated with professors and classmates, reviewed course resources, and whatever else they needed to communicate about. They solved problems by taking them one at time and planning for emergencies with contingencies. These students considered planning their best defense against failing to reach to graduation. They realized establishing and keeping communication lines open was critical. The turned most often to family for help but would reach out to professors and even staff if needed. They looked for professors who were known to go above and beyond for their students just in case they needed to reschedule exams or assignments. The overwhelming consensus about participation was that they just can't see how it is possible make another commitment. Two mentor participants agreed to be interviewed and shared thoughts about privacy concerns but were willing to take the chance to help ease the way for another student parent. The students with children interviewed expressed the need to find solutions to constantly changing requirements but were not comfortable sharing their problems in a one to one mentoring program. Previous studies have suggested that implementing solutions for non-traditional students required a focused needs assessment. Many programs designed to increase retention for non-traditional students have resulted in exactly the results this one originally faced, a lack of participants or low results. Ultimately these students need just in time solutions for a changing myriad of road blocks to graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580728 Supporting Education for Students with Children through Mobile Technology ProQuest LLC Ph.D. Dissertation, Nova Southeastern University 2017-00-00 978-0-3554-6384-2 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10637495 2018 As Provided JAN2020

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No Undergraduate Students Nursing Students Student Attitudes Nursing Education School Holding Power Academic Persistence College Graduates Qualitative Research Case Studies Interviews Focus Groups Teacher Student Relationship Bachelors Degrees Acceleration (Education) Taulbee, Rebecca Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The nursing shortage, a major concern for the United States, has a multitude of causative factors. Nursing education has been tasked with helping to decrease the shortage of qualified registered nurses. Poor retention of nursing students in higher education is impacting the number of qualified nurses entering the workforce. Nursing education has historically been a high attrition area due to the stress and rigor of the curriculum. The general problem is that a severe and worsening shortage of registered nurses is increasingly putting the health and well-being of society at risk. The purpose of this qualitative, multiple-case study was to explore the perceptions of graduates and faculty members of a 3-year baccalaureate nursing program regarding the factors that influenced the graduates to overcome obstacles and remain in the program. A purposeful sample of recently completed nursing students from one campus in a private, for-profit nursing university will be interviewed. Six faculty members at the campus participated in a focus group to understand their perception of student retention. The findings are that faculty-student relationships and family support are important for nursing students to remain in their program and graduate to become registered nurses. Further research is recommended with students and a full-time retention nursing specialist to be on the 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.] ED580729 Exploring Student Perceptions of Retention Issues in a 3-Year Baccalaureate-Level Nursing Program ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-8049-8 141 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:10637778 2018 As Provided JAN2020

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No Higher Education School Community Relationship Case Studies Community Colleges Role Partnerships in Education Power Structure Trust (Psychology) Participative Decision Making Goal Orientation Professional Identity Sustainability Archives Documentation Interviews Classification Community Organizations Communication Strategies Cooperation Hall, Marva M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Scholarly community engagement in higher education historically focused on the 4-year university, as a result there is limited research on how community colleges engage with their communities. In 2006, The Carnegie Foundation established a new Elective Community Engagement classification for higher education institutions. Research on Carnegie applicants and awardees found limited evidence from community partner perspectives, and underdevelopment of reciprocity and mutual benefits. This study addresses each of the gaps mentioned above through a case study of one Carnegie classified community college and three of its community partners. The central research question was: How do boundary spanners describe the role, mutuality, and benefits within partnerships between a community college and its nonprofit organizations? This study included integrating the seven fields of paradox that make up the functionality of college-community partnerships: top-down versus bottom-up structure, relationship quality versus organizational effectiveness, unequal power relations versus strengthening trust, fostering an egalitarian approach versus respecting hierarchies, transformational goals versus tangible achievements, shared identity versus respecting multiple identities, and long-term involvement versus permanent innovation. This research study advances organizational paradox theory by applying the seven central paradoxes to a specific case study of a partnership between a community college and three community organizations. The design for this research is an embedded case study with multiple sources of data: archival records, documents, interviews, and member checking. Together these sources of data aided in developing a thick description of the relationship between "Dual Classified College" (DCC) and the community, DCC and community organizations and the roles of each entity within the partnership. Overall, the research results revealed four notable findings: communication is critical, formality is necessary, mutuality is present in the relationships, and reciprocity is lacking. Therefore, the challenge continues for partnerships to build trust, acknowledge inequalities, and foster collaboration through reciprocity, developing into mutually beneficial 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.] ED580730 Community Engagement: A Case Study of Partnerships between One Community College and Three Community Organizations ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-2059-3 186 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:10638088 2018 As Provided JAN2020

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No Phenomenology Case Studies Technology Integration Secondary School Teachers Access to Computers Teaching Experience Educational Innovation Educational Practices Interviews Focus Groups Followup Studies Usability Technology Planning Technology Uses in Education Teacher Attitudes Teacher Surveys Teaching Methods Educational Technology Hale, Christopher Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education The use of technology in schools has been a persistent yet elusive goal in schools for the last 30 years. While technological proficiency and literacy for students has been a goal on both the federal and local levels for years, technology initiatives in school districts are often ineffective and expensive. This paper is an Interpretive Phenomenological Analysis of the experiences of teachers who engage in BYOD (Bring Your Own Device) practices in a suburban 9-12 High School. The use of personal technology in the workplace is a practice that has become increasingly common in the past decade, as mobile phones, tablets and laptops have influenced the way people engage in social and productive activities. This study uses the five characteristics of innovation found in Everett Rogers' "Diffusion of Innovation" to achieve a better understanding of what the underlying causes are of this practice in the field of education. Teachers were interviewed in focus groups and again in one-on-one follow-up interviews to better understand their lived experiences in employing their personal technology in their professional practice. Their responses were coded per the characteristics outlined by Everett Rogers and analyzed for emerging themes. Several themes emerged from the focus group and follow-up interviews, including accessibility, reliability, convenience, data collection, instructional delivery and instructional planning. Findings suggest that a focus on promoting and facilitating a decentralized, teacher-driven approach to innovation may be a more effective technology plan than the promotion of various singular technology solutions across a 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.] ED579434 The Diffusion of Personal Technology in Education: A Phenomenological Case Study ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-6778-2 187 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:10670524 2018 As Provided JAN2020

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No College Students Case Studies Visual Impairments Barriers Educational Opportunities Assistive Technology Qualitative Research Student Experience Electronic Classrooms Technology Uses in Education Assignments Usability Comparative Analysis Interviews Student Surveys Student Attitudes Accessibility (for Disabled) Change Strategies Malone, Jo Ann Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Access to the Internet and technology skills are essential to the success of college students. Electronic textbooks are replacing paper textbooks. Laptops are replacing pens, pencils, and paper. Electronic forms found on school websites are replacing long registration lines. Hyperlinks are replacing handouts, and face-to-face interaction with instructors is disappearing. While technological innovations are often considered progress, they do not come without challenges to those who rely on assistive technology for their participation in educational, work, and social activities. Rather than fostering inclusion, these challenges hold the potential to increase exclusion of certain groups of individuals including the visually impaired population. The purpose of this qualitative dissertation research was to investigate the unique personal experiences of visually impaired college students. Using a multiple case-study research design, this study illuminates some of the challenges four blind or visually impaired college students faced with the increased focus on technology in their respective post-secondary educational settings. Participants were asked to recall and share their personal successes, challenges, and failures as they traversed through the technological world of higher education. Two primary research questions guided this study: (1) How are the experiences with digital college classrooms perceived by visually impaired college students? (2) What obstacles do these college students face in accessing, completing, and submitting required assignments and how do they respond to those obstacles? Using constant comparative analysis of the data through the data collection and review process, several recurring themes were identified. The recurring themes that emerged from the interviews include the need for strong support systems for visually impaired students, professional development training for university staff on the unique and diverse needs of visually impaired students, and self-motivation and self-advocacy 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.] ED579435 Digital Classrooms: A Multiple Case Study of Four Visually Impaired College Students' Challenges and Opportunities ProQuest LLC Ed.D. Dissertation, Delta State University 2017-00-00 978-0-3553-7239-7 187 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:10672380 2018 As Provided JAN2020

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No Statistical Analysis Family Influence School Role Peer Influence Environmental Influences Academic Aspiration African American Students Males High School Students Grade 9 Grade 10 Higher Education At Risk Students Student Surveys Financial Support Educational Environment Peer Relationship Predictor Variables Regression (Statistics) Kester, Jonathan Dissertations/Theses - Doctoral Dissertations Wisconsin EISSN- English High Schools This quantitative study examined the influence of family, school, and peers on the educational aspirations of African American male high school students in the ninth and tenth grade who live in a small Midwest town. Increasing the higher education aspirations of African American males is the first step needed to attend college, which according to many studies is the answer to solving some of the major problems that impact African American males, such as living in poverty, high unemployment, and high incarceration rates. The research questions were answered through a 53-survey instrument that was administered at My Brother's Keeper, Inc. mentoring center in Green Bay, Wisconsin. A hierarchical linear regression showed that financial support, educational environment, and peer support were significant predictors of educational aspirations of African American male high school students. The research from this study recommended an increase in parental involvement, small group counseling, and cultural competency in the classroom. The overall goal of this research was to assist educational policy makers, researchers, and practitioners to better serve African American males in the college decision-making 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.] ED580731 Higher Educational Aspirations of African American Male High School Students ProQuest LLC Ed.D. Dissertation, Edgewood College 2017-00-00 978-0-3554-3603-7 123 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:10624345 2018 As Provided JAN2020

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No Classroom Environment Space Utilization Decision Making Learner Engagement Student Behavior Compliance (Psychology) Observation Travis, Joellyn Marie Dissertations/Theses - Doctoral Dissertations EISSN- English The focus of this study was school transformation to accommodate "new literacies, skills, and dispositions that students need to flourish in a networked world" (Richardson, 2016, p. ix). Many schools operate within a traditional model developed during the Industrial Revolution to fit the need for efficiency and compliance (Robinson & Aronica, 2015). However, according to Robinson and Aronica (2015), "These systems are inherently unsuited to the wholly different circumstances of the twenty-first century" (p. xxiii). The purpose of this study was to determine if student choice of where to sit or type of seating positively impact student engagement. Observations were conducted in classrooms to identify whether students had a choice in where they sat; the types of seating available; and whether each student was engaged, compliant, or off-task as defined by a scoring guide. It was determined there is a positive significant difference in the engagement level of students who have a choice in where they sit as compared to students who are assigned to seats. It was also determined there is a positive significant difference in the engagement level of students who were offered flexible seating options compared to students who were seated in traditional desks or at tables with chairs. There are many opportunities to learn from this study and to change educational practices based on the theoretical framework about student engagement and the decline in student engagement according to Gallup polls (Gallup, 2016). The findings of this study bring additional awareness to student engagement and what factors impact learning 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.] ED580733 Student Choice and Student Engagement ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-5421-1 132 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:10633941 2018 As Provided JAN2020

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Yes Public Schools Charter Schools Middle Schools High Schools Educational Quality Instructional Leadership College Preparation School Community Relationship Grade 9 Grade 10 Grade 11 Grade 12 Mathematics Achievement Attendance Patterns Language Arts High School Students Student Promotion Community Schools Well Being Parent Participation Quasiexperimental Design Standardized Tests Program Evaluation Program Effectiveness Reports - Evaluative California California (Los Angeles) What Works Clearinghouse (ED) Mathematica Policy Research, Inc. English Middle Schools "Green Dot Public Schools" is a nonprofit organization that operates more than 20 public charter middle and high schools in California, Tennessee, and Washington. The "Green Dot Public Schools" model emphasizes high quality teaching, strong school leadership, a curriculum that prepares students for college, and partnerships with the community. The What Works Clearinghouse (WWC) identified one study of "Green Dot Public Schools" that both falls within the scope of the Charter Schools topic area and meets WWC group design standards with reservations. This study included 2,446 students in grades 9-12 in one school district in the United States. "Green Dot Public Schools" had potentially positive effects on mathematics achievement, student progression, school attendance, and English language arts achievement for high school students. ED580234 Green Dot Public Schools. What Works Clearinghouse Intervention Report What Works Clearinghouse 2018-01-00 28 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 2018 4 ERIC JAN2020 Yes EDIES13C0010 https://ies.ed.gov/ncee/wwc/InterventionReport/686

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Yes Charter Schools Educational Finance Financial Support Educational Equity (Finance) Documentation Public Schools Resource Allocation Geographic Location School Districts Educational Facilities Expenditure per Student Economically Disadvantaged Socioeconomic Influences Food Service Transportation Special Education School Health Services Computer Software Textbooks Library Materials Enrollment Maloney, Larry D. Wolf, Patrick J. Numerical/Quantitative Data Reports - Research New York (New York) University of Arkansas, School Choice Demonstration Project (SCDP) English New York City was home to 1,575 district and 183 charter schools in Fiscal Year 2014 (FY2014). Seven percent of all public school students in New York City attended charter schools that year. Researchers systematically reviewed funding and spending documents involving the city's district-run and independent charter schools for FY2014. Research questions focused on how equitably public school resources were distributed throughout The Big Apple, by public school sector, and by location within the city. Research revealed two important facts about charter school finance in New York City: (1) An average of 25 percent of all charter school resources take the form of in-kind services provided by the public school district to students in charter schools. If one were to exclude these in-kind services, as done in several cases to illustrate their importance, one would draw incorrect conclusions about charter school funding equity in New York City; and (2) New York charter schools can be divided into those that are co-located within district school buildings and those that are not co-located. Access to facilities is a crucial concern for charter schools. These two vital considerations are significant themes in this report. The nine major findings regarding public school finance in the nation's largest school district discussed in this report can spur an informed discussion of the state of public school funding equity in the city. ED580235 Charter School Funding: Inequity in New York City School Choice Demonstration Project 2017-08-00 Walton Family Foundation 40 School Choice Demonstration Project. Department of Education Reform, University of Arkansas, 201 Graduate Education Building, Fayetteville, AR 72701. Tel: 479-575-3172; Fax: 479-575-3196; e-mail: edreform@uark.edu; Web site: http://www.uaedreform.org/scho N/A 2018 9 ERIC JAN2020

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Yes Semitic Languages Written Language Islam Muslims Grammar Pronunciation Reading Processes Difficulty Level Correlation Phonemes Second Language Learning Vowels Intonation Suprasegmentals Speech Communication Language Rhythm Phoneme Grapheme Correspondence Translation Phonology English (Second Language) Second Language Instruction Teaching Methods Yurtbasi, Metin Reports - Descriptive Journal Articles EISSN- English Arabic The greatest difficulty in reading Arabic script for nonnatives has long been considered as the absence of short vowels, however there is more to be dealt with. While the correlation of 28 Arabic consonants pose no great difficulty in deciphering the script, the six vowel phonemes voiced only by three letters even with help of some relevant diacritical marks (?arakat) do not satisfy the needs of nonnatives. As the bulk of Arabic publications is written without such marks, foreign readers are at a loss to read the written work intelligibly unless they are familiar with the grammar of the language. Especially practicing Muslims who are required to read the Islamic Scripture Qur'an even without a deep knowledge of its language are unable to produce acceptable pronunciation. In order to meet the needs of such nonnative believers and the learners of the Arabic language, many attempts have been made to transliterate (romanize) the texts replacing letters with their close equivalents in the Latin alphabet by some modifications. Although this method has helped somewhat in decoding the consonants, the issue of vowel representation has always been an unresolved issue. The IPA advocates suggested corresponding vowels from its files and that seems to have solved at least the segmental part of the problem. However knowing that the overall speech intelligibility lies more with prosody, i.e. proper rhythm and intonation, the author believes that markings relating to such features should also be added to the transcription. This article presents an innovative approach to Arabic transcription using a traditional pattern of transcription approach for English and other European languages and apply it on a popular scriptural text, i.e. the "Surah Al Yasin." First original text was given as a reference to be followed by the Arabic grapheme-morpheme correlation with "i'rab" following the ALA-LC transcription/transliteration modelm. Later the meaning chunks in verses were separated by relevant pause signs; within them further word stress levels and linking cases were marked . The English translation was given in the same transcription pattern as a reference. Thus it is hoped that a more intelligible Arabic IPA transcription is reached for those interested in reading and teaching to read Arabic clearly for personal or scholarly purposes. ED579976 Contrastive Suprasegmental Features on English and Arabic IPA Transcription of Surah Al Ya Sin Online Submission International Journal of Arts Humanities and Social Sciences (IJAHSS) v1 n2 p100-119 Sep 2016 2016-09-00 20 T 2018 19 As Provided JAN2020

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Yes Foreign Countries Foreign Workers Teachers Pronunciation Turkish Naming Identification Phonetic Transcription Alphabets Phonology Phonemes Vowels Suprasegmentals Word Lists Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey EISSN- English Most of us have read Dale Carnegie's classic "How to make friends and influence people" in which he reveals the secret of human psychology: giving people the "feeling of importance" that they seek. He claims in that work that people feel more friendly toward those who allows them this feeling by caring about them and showing this by calling them by their names. He explains the reason for this by the age-old motto "the sweetest music to anyone's ears is the sound of their own names." Likewise in Turkey, young students love best those teachers who call them by their names, and tend to remain indifferent to those who are aloof. Most foreign-born teachers who teach English in Turkish schools, although aware of the importance of communicating for better education, fail to grasp this missing link to their students' hearts by not pronouncing their students' names properly. Considering that Turkish is a difficult language to learn, they simply get by in their own particular mispronunciation or even worse by ridiculously nicknaming them. This practice naturally hurt their students' feelings, and causes negative consequences in the learning performance. To avoid this, it is suggested that such foreign-born teachers, not familiar with the Turkish language, should first consider that their students' names are part of their individual and cultural identity and they expect their teachers care for themselves as much as their names. If such teachers take some effort to learn the phonemic and stress features of the students' mother tongue, i.e. Turkish, and apply those principles on their students' names, they will make them feel happier and more comfortable with their relationship and motivate them in their performance. Names are specially selected in Turkey before given to children because of the valuable meanings they bear, and children are expected to live up to them throughout their lives. So it is natural that little ones at school also expect their teachers to respect their names. A case of mispronouncing their names or nicknaming them would only belittling their self-esteem and cause them react in their own way. So this paper presents to such teachers a special opportunity to review the basic Turkish pronunciation guide--the vowels, their soft and hard variants, combinations, the consonants, their clusters and especially primary and secondary stress patters with many examples. A listing of about 1000 most common Turkish boys and girls names with their meanings and IPA transcriptions are also given to help them be aware of such names and their significance for their students. After studying and practicing on them teachers will see for themselves the difference it makes for their relationship and the motivation this practice makes on their performance. ED579977 How Could Foreign Teachers in Turkey Pronounce Their Turkish Students' Names Correctly Online Submission International Journal of Arts Humanities and Social Sciences v1 n2 p58-101 Sep 2016 2016-09-00 44 T 2018 23 As Provided JAN2020

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Yes Associate Degrees Bachelors Degrees Age Differences Gender Differences Time to Degree Postsecondary Education Higher Education Educational Certificates Numerical/Quantitative Data Reports - Descriptive National Student Clearinghouse Research Center English Two Year Colleges Of all associate degrees reported to the National Student Clearinghouse for the 2010-11 academic year, 575,067 were earned by students with no previous degrees or certificates. Within the next six academic years, 65.1 percent of these students enrolled at four-year institutions and 41.4 percent earned bachelor's degrees. This brief report presents the following statistics on certificate and associate degree pathways: (1) Bachelor's Degree Outcomes for Students Who Earned an Associate Degree in 2010-11 as First Postsecondary Credential (by age group and gender); (2) Distribution of Time from Associate to Bachelor's Degree (for students who earned associate degree in 2010-11 and subsequently earned bachelor's degree); (3) Associate and Bachelor's Degree Outcomes for Students Who Earned a Certificate in 2010-11 as First Postsecondary Credential (by age group and gender); and (4) Distribution of Time from Certificate to Subsequent Degree (for students who earned a postsecondary certificate in 2010-11 and subsequently earned an associate and/or bachelor's degree). ED580236 Certificate and Associate Degree Pathways. Snapshot™ Report, Summer 2017 National Student Clearinghouse 2017-00-00 Lumina Foundation 5 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 0 ERIC JAN2020

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Yes Clearinghouses Intervention Charter Schools Mathematics Achievement Language Arts Science Achievement Social Studies Student Promotion Achievement Rating Research Reports Academic Achievement Secondary School Students Reports - Evaluative California District of Columbia Arkansas Colorado Georgia Maryland Massachusetts New Jersey New York North Carolina Pennsylvania Tennessee Texas Mathematica Policy Research, Inc. What Works Clearinghouse (ED) English Secondary Education The "Knowledge Is Power Program" ("KIPP") is a nonprofit network of more than 200 public charter schools educating early childhood, elementary, middle, and high school students. The What Works Clearinghouse (WWC) identified four studies of "KIPP" that fall within the scope of the Charter Schools topic area and meet WWC group design standards. One study meets WWC group design standards without reservations, and three studies meet WWC group design standards with reservations. Together, these studies included approximately 21,000 students in middle and high schools across 16 states and the District of Columbia. According to the WWC review, the extent of evidence for "KIPP" on the academic achievement of middle and high school students was medium to large for four outcome domains--mathematics achievement, English language arts achievement, science achievement, and social studies achievement, and was small for one outcome domain--student progression. ED580237 Knowledge Is Power Program (KIPP). What Works Clearinghouse Intervention Report What Works Clearinghouse 2018-01-00 36 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 2018 37 ERIC JAN2020 Yes EDIES13C0010 https://ies.ed.gov/ncee/wwc/InterventionReport/688

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Yes Intervention Charter Schools Program Effectiveness Elementary School Students Middle School Students High School Students Low Income Groups At Risk Students Program Evaluation Standards Design Reports - Evaluative New York (New York) Mathematica Policy Research, Inc. What Works Clearinghouse (ED) English Elementary Education This intervention report presents findings from a systematic review of the "Harlem Children's Zone (HCZ) Promise Academy Charter Schools" conducted using the What Works Clearinghouse (WWC) Procedures and Standards Handbook (version 3.0) and the Charter Schools review protocol (version 3.0). No studies of the "HCZ Promise Academy Charter Schools" that fall within the scope of the Charter Schools review protocol meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the "HCZ Promise Academy Charter Schools" on elementary, middle, and high school students. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention. ED580238 Harlem Children's Zone (HCZ) Promise Academy Charter Schools. What Works Clearinghouse Intervention Report What Works Clearinghouse 2018-01-00 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 2018 8 ERIC JAN2020 Yes EDIES13C0010 https://ies.ed.gov/ncee/wwc/InterventionReport/687

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Yes English (Second Language) Second Language Learning Second Language Instruction Error Correction Suprasegmentals Pronunciation Phonology Models Video Technology Native Speakers Oral Language Teaching Methods Intonation Foreign Countries Pronunciation Instruction Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey EISSN- English The main cause of pronunciation problems faced by EFL learners is their lack of a suprasegmental background. Most of those having oral comprehension and expression difficulties are unaware that their difficulty comes from their negligence of concepts of stress, pitch, juncture and linkers. While remedying stress problems, students should be taught the general rules, emphasising on primary and secondary stress, using various forms of pitch to give emotions to their utterances, taking shorter and longer pauses between meaningful thought chunks through junctures, and solidifying such suprasegmentals through constant exercises in dialogues as seen in model videos. Native speakers react more violently to unacceptable suprasegmental errors than segmental ones; thus, neglect of such important pronunciation elements risk harming the quality of communication. Learners of English should consider the good old cliche, "It's not what you said, it's how you said it," if they want to have effective communication with their audience. ED579978 Correcting English Learner's Suprasegmental Errors Online Submission Global Journal of Foreign Language Teaching v7 n4 p126-131 2017 2017-00-00 6 T 2018 16 As Provided JAN2020

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Yes Phonemes Phonetics Phonology Teaching Methods Speech Communication Speech Skills Classroom Techniques Educational Strategies English Instruction Educational Practices Yurtbasi, Metin Journal Articles Reports - Descriptive EISSN- English Juncture phonemes are very important sound structures in applied phonetics and phonology. Therefore, they must be taught properly to so that non-native students of English language can master the spoken form of the target language. In phonetics, they are the features in speech that enable a hearer to detect a beginning, word boundary, ups and downs, and end of utterances in relation to articulatory timing that refers to both the duration of and overlap among articulatory gestures during speech. The appropriate use of juncture is important for both the speakers and listeners for correct communication because juncture in phonetics phonetics juncture belongs to intonation which brings up appropriacy and intelligibility to the pronunciation and communication process. According to Roach (2009), since the position of juncture (or word boundary) can cause a perceptual difference, and therefore potential misunderstanding, it is usually recommended that learners of English should practice making and recognizing such differences. ED579979 Techniques of Teaching Juncture Online Submission Hacettepe University Journal of Education v2 p272-281 2012 2012-00-00 10 N/A 2018 13 As Provided JAN2020

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Yes Diachronic Linguistics Turkish Turkic Languages Books Moral Values Life Style Migrants Islam Beliefs Cultural Background Oral Tradition History Cultural Traits Poetry Story Telling Folk Culture Literary Genres Phonemes Suprasegmentals Foreign Countries Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey Turkmenistan Azerbaijan Kyrgyzstan Kazakhstan ISSN-2328-1227 English The Oghuz Turks being in existence for many a millenia in Central Asia has a rich cultural heritage conveyed from generation to generation through oral tradition. The "Book of Dede Korkut" discovered in 1815 in Dresden Royal Library by H. F. von Diez sheds light to an important part of that culture. That precious historic literary masterpiece in fact has proved to be the most famous among all the epic stories of the Oghuz Turks. The stories found there carry morals and values significant to the social lifestyle of the nomadic Turkic peoples and both their islamic and pre-Islamic beliefs. The book's mythic narrative is part of the cultural heritage of all the Turkic countries, including Turkey, Azerbaijan, Turkmenistan, Kazakhstan and to a lesser degree Kyrgyzstan. Until the Book of Dede Korkut was put on record, the events depicted there had survived in the oral tradition, at least from the 9th and 10th centuries. The stories were in prose, partly peppered with poetic passages. The stories are told in the Azerbaijani language and easily recognizable by modern Istanbul Turkish speakers. One can see there vividly the overall similarity between the language of those days that is used in current use proving that nothing has changed much in folk Turkish throughout the Turkic lands ever since the Oghuz Turks migrated towards western Asia and eastern Europe beginning in the 9th century. One can also tell by this record that the epic genre endured in the oral tradition of Turks after they settled in Anatolia. The book of Dede Korkut was published on many occasions after the manuscript was discovered both in original Ottoman and later in modernized Turkish versions and in modern transliterations in other languages thus making the book known throughout the world. With the notation technology has developed and we now have a new system called the IPA transcription which allows to record and reproduce even the minutest details of speech, i.e. phonemic variants and stress features of the language spoken centuries ago. This paper presents both to scholars and laymen, the first time ever, a full-scale IPA transcription (and not a translatiteration) of Dede Korkut's Wild Dumrul tale as a portion of the whole text. The IPA transcription bears full segmental and suprasegmental features to bring to life the phonetic details of the language spoken at least five hundred years ago and much earlier among the forefathers of today's Oghuz Turks. ED579980 How Did Oghuz Turks Actually Speak during the First Part of the 16th Century and Earlier (The Book of Dede Korkut Manuscript in IPA Transcription) Online Submission Journal of American Academic Research v4 n10 p67-97 Oct 2016 2016-10-00 31 N/A 2018 6 As Provided JAN2020

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Yes Equal Education Educational Quality Early Childhood Education State Officials Administrators Nonprofit Organizations Position Papers Educational Policy Achievement Gap Primary Education Educational Objectives State Policy Policy Formation Access to Education Federal State Relationship Preschool Education At Risk Students Special Needs Students Family Involvement Elementary Schools Educational Improvement Educational Innovation Labor Force Development Educational Finance Educational Strategies Stark, Deborah Roderick Reports - Descriptive Council of Chief State School Officers (CCSSO) English Early Childhood Education With the achievement gap beginning to manifest in children as young as nine months, and 90 percent of brain development occurring during the first five years of life, chiefs are committed to expanding and upgrading early childhood programs and strengthening early elementary teaching and learning to provide equal educational opportunities for every young child from birth through third grade. In 2009, chiefs publicly acknowledged the "quiet crisis" threatening the future of young children from families of need, and outlined an agenda to (1) build more coherent state early childhood education systems aligned with kindergarten through third grade (K-3) schooling; (2) increase access to high-quality early childhood education programs; and (3) craft a new state-federal partnership to advance early learning opportunities, particularly for those children most at risk. Important work has been accomplished on these recommendations. While state chiefs do not have full authority over all early childhood programs, they manage Pre-K programs in 37 states, services to preschool children with special needs in all 50 states, child care services in seven states, and Head Start State Collaboration Office projects in 19 states, totaling billions of dollars in public investment. Accordingly, chiefs have identified five action steps to leverage the value of early childhood education for their state's public education system: (1) Engage families and communities in early learning; (2) Connect early childhood programs and elementary schools; (3) Accelerate improvement and innovation in early childhood programs; (4) Build a high performing early childhood workforce; and (5) Increase investment to provide quality, voluntary early childhood education for all children. Taken together, these five strategies--when coupled with high-quality K-12 education--will contribute to closing the achievement gap and strengthening student outcomes through college and career. ED580947 Equity Starts Early: How Chiefs Will Build High-Quality Early Education. A Policy Statement of the Council of Chief State School Officers Council of Chief State School Officers 2016-03-00 Alliance for Early Success 24 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 2018 30 ERIC JAN2020

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No Music Cultural Differences Multicultural Education Community Music Education Cultural Context Campbell, Patricia Shehan Books Reports - Evaluative English Music is a powerful means for educating citizens in a multicultural society and meeting many challenges shared by teachers across all subjects and grade levels. By celebrating heritage and promoting intercultural understandings, music can break down barriers among various ethnic, racial, cultural, and language groups within elementary and secondary schools. This book provides important insights for educators in music, the arts, and other subjects on the role that music can play in the curriculum as a powerful bridge to cultural understanding. The author documents key ideas and practices that have influenced current music education, particularly through efforts of ethnomusicologists in collaboration with educators, and examines some of the promises and pitfalls in shaping multicultural education through music. The text highlights "World Music Pedagogy" as a gateway to studying other cultures as well as the importance of including local music and musicians in the classroom. This book: (1) chronicles the historical movements and contemporary issues that relate to music education, ethnomusicology, and cultural diversity; (2) offers recommendations for the integration of music into specific classes, as well as throughout school culture; (3) examines performance, composition, and listening analysis of art (folk/traditional and popular) as avenues for understanding local and global communities; and (4) documents music's potential to advance dimensions of multicultural education, such as the knowledge-construction process, prejudice reduction, and an equity pedagogy. (Foreword by James A. Banks.) ED580948 Music, Education, and Diversity: Bridging Cultures and Communities. Multicultural Education Series Teachers College Press 2018-01-19 978-0-8077-5883-0 240 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/music-education-and-diversity-9780807758823 2018 As Provided JAN2020

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No Elementary School Teachers Teacher Attitudes Self Efficacy Coping Adjustment (to Environment) Social Theories Social Cognition Research Design Teacher Surveys Phenomenology Critical Thinking Problem Solving Communication Skills Nasto, Richard Adam Dissertations/Theses - Doctoral Dissertations New York EISSN- English Elementary Education Teacher mindset and self-efficacy are a topic of much research. However, specific research is needed in areas pertaining to teacher self-efficacy, mindset and their comprehensive understandings of specific skill sets and concepts. In this study, the researcher has investigated how the associations between a teacher's self-efficacy (high or low) and their mindset (growth or fixed) are reflected in the associations among Tony Wagner's Seven Survival Skills. The purpose of this study was to seek out associations among Tony Wagner's Seven Survival Skills, Carol Dweck's social-cognitive theory in Mindset and Albert Bandura's Self-Efficacy theory through the perceptions of elementary school teachers. The research design was developed by the researcher grounded in the work of Albert Bandura (A Bandura, 1997), Carol Dweck (C. Dweck, 2006) and Tony Wagner (Wagner, 2008). Fifteen random elementary school teachers of a selected Nassau County, Long Island, NY school district were chosen to participate in this study. An initial primer survey was conducted to sort the participants into mindset/self-efficacy groups. A phenomenological study was also conducted by interviewing to determine which of the Seven Survival Skills were most associated with participants of similar mindset and self-efficacies. Several research questions were asked during this study. When teachers are divided into groups by different mindsets and self-efficacies, how do they differ? When teachers are divided by high/low self-efficacy and fixed/growth mindsets, how are these variables described in terms of their comprehension of the Seven Survival Skills? Which of the Survival Skills have the strongest association with teacher mindset and self-efficacy? The study showed that there were degrees of association among all of the Seven Survival Skills, mindset and self-efficacy, albeit to varying degrees. Participants showed critical thinking, problem solving, adaptability and agility and communication to be the skills with the strongest associations. While the other Survival Skills were valued, they were either subsets of other skills or impacted too negatively on their 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.] ED579436 Relationships among Mindset, Self-Efficacy and Tony Wagner's Seven Survival Skills in the Elementary School Classroom ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-6776-8 194 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:10670522 2018 As Provided JAN2020

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No Qualitative Research Case Studies English Language Learners Teacher Attitudes Teacher Role Team Teaching Elementary School Teachers General Education Constructivism (Learning) Cooperative Learning Focus Groups Language Teachers Role Perception Educational Planning Power Structure Teacher Responsibility Michaelian, Annie Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education In the United States, the growth of cultural and linguistic diversity of the nation's population brings students from a wide range of backgrounds to America's schools. This research investigated the perceptions of English as a New Language (ENL) and General Education (GE) co-teachers in a grades 3-5 setting. The study included the perceptions of one another's roles, strengths, and areas for improvement in co-teaching academic language and content to English language learners (ELLs) in the GE classroom. Co-teaching has been one of the methods used to deliver an inclusive service to English Language Learners. Theories of social constructivism and cooperative learning guided this study, which approaches co-teachers' perceptions as a function of how they make meaning of their social interaction and experiences (Vyogotsky, 1978; Villa, Thousand, & Nevin, 2004). The study used a qualitative case study design which included focus groups at one elementary school site. The focus groups included 4 General Education teachers and 4 ENL teachers in an open-ended dialogue regarding co-teaching. In addition, professional development needs and offerings were reported. The findings highlight the areas of convergence and divergence in ENL and GE teachers' perceptions as co-teachers of ELLs in the GE classroom. Overall, ENL and GE teachers appeared to have a general understanding of one another's roles, yet some perceptions diverged with regard to sharing responsibilities and whether the GE teacher was the "master instructor". Further, this study concludes that despite availability of some common planning time, co-teachers frequently desired to improve the quality and quantity of their co-planning, co-teaching and professional development. The analysis of data concluded that both ENL and GE co-teachers sought increased collaborative time, partnership, and professional development offerings, which created the Foundational themes of the study. The study concludes with a discussion of implications for practice geared towards school administrators and teachers, who want to support ESL and GE co-teachers, or are looking to implement a co-teaching model in their program. The discussion also addresses the implications for ESL and GE teachers whose co-teaching practice may benefit from the findings of the study. Finally, recommendations for future research from this study 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.] ED579437 Getting in Collaborative Gear: A Qualitative Case Study of ENL and General Education Teachers' Perceptions of Each Other's Roles in Co-Teaching 3-5 Classrooms ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-6777-5 246 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:10670523 2018 As Provided JAN2020

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Yes Private Colleges Universities Educational Policy State Policy Educational Attainment Academic Degrees Costs Comparative Analysis State Aid Incentive Grants Graduation Rate Simulation STEM Education Zumeta, William Huntington-Klein, Nick Reports - Research Alabama Arkansas California Florida Georgia Illinois Indiana Kansas Kentucky Minnesota Missouri Nebraska New Jersey North Carolina Ohio Oregon Pennsylvania South Carolina Tennessee Texas Virginia Washington West Virginia Council of Independent Colleges English Higher Education America's diverse higher education landscape includes more than 700 four-year nonprofit colleges and universities that focus on baccalaureate education. These private nondoctoral (PND) institutions are located in almost every state and collectively enroll about 1.6 million students and award nearly 150,000 degrees annually, with the majority of these being bachelor's degrees. This report shows that these independent colleges and universities are effective and efficient academic enterprises and, as such, are a valuable resource to the states in which they are located, as well as to the nation. In the first section of this report, the authors document just how effective and efficient these colleges and universities are, drawing on research they conducted for an earlier published report, "The Cost-Effectiveness of Undergraduate Education at Private Nondoctoral Colleges and Universities: Implications for Students and Public Policy" (Zumeta and Huntington-Klein 2015; see ED569209). They then consider whether states could make better use of the capacity of these colleges and universities in their quest to increase bachelor's degree production during an era of constrained taxpayer funding. [This report was prepared as a component of the Council of Independent Colleges' (CIC) "Securing America's Future initiative."] ED580949 Utilizing Independent Colleges and Universities to Fulfill States' College Degree Attainment Goals Council of Independent Colleges 2017-04-00 Arthur Vining Davis Foundations Carnegie Corporation of New York Endeavor Foundation Gladys Krieble Delmas Foundation Jessie Ball DuPont Fund Lumina Foundation for Education National Endowment for the Humanities Teagle Foundation TIAA Institute 68 Council of Independent Colleges. 1 Dupont Circle NW Suite 320, Washington DC 20036-1142. Tel: 202-466-7230; e-mail: cic@cic.nche.edu; Web site: http://www.cic.edu N/A 2018 13 ERIC JAN2020

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Yes Special Education Teachers Special Education Autism Pervasive Developmental Disorders Faculty Development Evidence Based Practice Program Effectiveness Program Implementation Correlation Surveys Administrators Specialists Principals Paraprofessional School Personnel Student Records Interviews Mixed Methods Research Check Lists Hierarchical Linear Modeling Social Media Network Analysis Stahmer, Aubyn C. Suhrheinrich, Jessica Schetter, Patricia L. Hassrick, Elizabeth McGee Journal Articles Reports - Research EISSN- English This study examines how system-wide (i.e., region, district, and school) mechanisms such as leadership support, training requirements, structure, collaboration, and education affect the use of evidence-based practices (EBPs) in schools and how this affects the outcomes for students with autism spectrum disorder (ASD). Despite growing evidence for the positive effects of EBPs for ASD, these practices are not consistently or effectively used in schools. Although special education programs are mandated to use EBPs, there are very few evidence-based methods for selecting, implementing, and sustaining EBPs. Research focuses primarily on teacher training, without attention to contextual factors (e.g., implementation climate, attitudes toward EBPs, resource allocation, and social networks) that may impact outcomes. Using an implementation science framework, this project will prospectively examine relations between system-wide factors and teachers' use of EBPs and student education outcomes. Methods/design: Survey data will be collected from approximately 85 regional special education directors, 170 regional program specialists, 265 district special education directors, 265 behavior specialists, 925 school principals, 3538 special education teachers, and 2700 paraprofessionals. Administrative data for the students with ASD served by participating teachers will be examined. A total of 79 regional-, district-, and school-level personnel will also participate in social network interviews. Mixed methods, including surveys, administrative data, and observational checklists, will be used to gather in-depth information about system-wide malleable factors that relate to positive teacher implementation of EBPs and student outcomes. Multi-level modeling will be used to assess system-wide malleable factors related to EBP implementation which will be linked to the trainer, teacher, and student outcomes and examined based on moderators (e.g., district size, Special Education Local Plan Area structure, teachers' ASD experience). Finally, a dynamic social network approach will be used to map EBP-related connectivity across all levels of the system for selected regions. Dynamic network analysis will be used to gauge the degree to which and ways that EBP trainings, resources, and interventions are shared (or not shared) among school staff. Discussion: Results are expected to inform the development of system-wide interventions to improve the school-based implementation of EBPs for students with ASD. ED580952 Exploring Multi-Level System Factors Facilitating Educator Training and Implementation of Evidence-Based Practices (EBP): A Study Protocol Grantee Submission Implementation Science v13 n3 2018 2018-00-00 Institute of Education Sciences (ED) National Institute of Mental Health (DHHS/NIH) Health Resources and Services Administration (DHHS) US Department of Veterans Affairs, Health Services Research and Development (HSR&D) 11 T http://dx.doi.org/10.1186/s13012-017-0698-1 2018 56 As Provided JAN2020 Yes R324A140005 K01MH109547 HHS2016ACLAODDD0121 R25MH08091601A2

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Yes Elementary Secondary Education Postsecondary Education Federal Aid Educational Finance Outcomes of Education Comparative Analysis Libraries Internet Technology Uses in Education Foreign Countries Enrollment Elementary School Teachers Secondary School Teachers Academic Achievement High School Graduates Dropouts College Faculty Academic Degrees Student Costs Undergraduate Study Educational Attainment Resource Allocation Adult Literacy Unemployment Expenditure per Student Age Differences Income Proprietary Schools Wages Gender Differences Majors (Students) Expenditures Access to Computers School Personnel Suspension Student Financial Aid Racial Differences Ethnicity Family Characteristics Institutional Characteristics Teachers Economic Factors Educational History Child Care Young Children Public Schools Attendance Student Characteristics English Language Learners Disabilities Educational Legislation Equal Education Federal Legislation Academically Gifted Private Schools Home Schooling Parent Participation Teacher Student Ratio Teacher Characteristics Class Size Teacher Attitudes Faculty Mobility Teacher Salaries Principals School Districts School Size Educational Facilities Computer Uses in Education Educational Technology Skills Reading Achievement National Competency Tests Mathematics Achievement Science Achievement Scores Course Selection (Students) Grade Repetition College Entrance Examinations College Bound Students Homework Extracurricular Activities Crime Victims Educational Environment Violence Weapons Drinking Drug Abuse Smoking Discipline Safety School Security Juvenile Justice State Regulation College Admission Full Time Equivalency Migration Place of Residence Study Abroad Foreign Students Courses Colleges Black Colleges Educational Certificates Intellectual Disciplines Graduate Study Occupations Employment Level Graduates Student Attitudes Adults Job Skills Continuing Education Instruction Snyder, Thomas D. de Brey, Cristobal Dillow, Sally A. Reports - Research Numerical/Quantitative Data Individuals with Disabilities Education Act National Assessment of Educational Progress SAT (College Admission Test) Graduate Record Examinations National Center for Education Statistics (ED) American Institutes for Research (AIR) English Elementary Secondary Education The 2016 edition of the "Digest of Education Statistics" is the 52nd in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The "Digest" contains seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Funds for Education and Related Activities;(5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. Preceding the seven chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with three appendices. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. For "Digest of Education Statistics 2015, 51st Edition. NCES 2016-014," see ED570993.] ED580954 Digest of Education Statistics 2016, 52nd Edition. NCES 2017-094 National Center for Education Statistics 2018-02-00 970 National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ T 2018 0 ERIC JAN2020 Yes EDIES12D0002 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017094

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Yes Self Efficacy Test Validity Measures (Individuals) Foreign Countries Factor Analysis Secondary School Students Secondary School Mathematics Mathematics Instruction Correlation Grade 5 Grade 6 Grade 7 Grade 8 Social Theories Epistemology Models Statistical Analysis Kandemir, Mehmet Ali Akbas-Perkmen, Rahile Journal Articles Reports - Research Turkey ISSN-2501-1111 English Secondary Education The main purpose of the current study is to examine the construct, convergent and discriminant validity of the Sources of Mathematics Self-Efficacy Scale (Usher & Pajares, 2009) in a Turkish sample. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for the current study. According to Bandura (1986), people's self-efficacy develops from 4 sources: (1) Mastery Experiences, (2) Vicarious Experience (3) Social Persuasion and (4) Physiological States. Research studies in this area revealed that mastery experiences and social persuasion are highly correlated. Even it is not clear that these two constructs are distinct constructs. Confirmatory factor analysis was utilized to examine the construct validity of the scale. In order to see if mastery experiences and social persuasion are two distinct constructs, discriminant validity was examined. The participants were 616 secondary school students in Turkey. 3-factor and 4-factor models were nearly identical in terms of goodness of fit of data in the confirmatory factor analysis. The analysis of discriminant validity revealed that mastery experiences and social persuasion are not two different constructs. ED580955 Examining Validity of Sources of Mathematics Self-Efficacy Scale in Turkey Online Submission European Journal of Education Studies v3 n11 p69-88 2017 2017-00-00 19 N/A 2018 44 As Provided JAN2020

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Yes Two Year Colleges Gender Differences Bachelors Degrees Enrollment Trends Credentials Age Differences Intellectual Disciplines Public Colleges Private Colleges Postsecondary Education Numerical/Quantitative Data Reports - Descriptive National Student Clearinghouse Research Center English Two Year Colleges During the Great Recession, there was a slight increase in the percentage of bachelor's degree earners who opted to continue their educations at two-year institutions. However, that percentage has now dropped well below pre-recession levels, with only 5.8 percent of 2013-14 bachelor's degree earners having returned to college at two-year institutions. This brief report presents the following statistics on two-year enrollment after bachelor's degree: (1) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Gender (within two years of earning bachelor's degree); (2) Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions: Enrollment Intensity and Credentials Earned at the Two-Year Institutions; (3) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Age Group (within two years of receiving bachelor's degree); (4) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Institutional Sector (within two years of receiving bachelor's degree); and (5) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Bachelor's Field of Study (within two years of receiving bachelor's degree). ED580239 Two-Year Enrollment after Bachelor's Degree. Snapshot™ Report, Summer 2016 National Student Clearinghouse 2016-00-00 Lumina Foundation 5 National Student Clearinghouse. 2300 Dulles Station Boulevard Suite 300, Herndon, VA 20171. e-mail: service@studentclearinghouse.org; Web site: http://www.studentclearinghouse.org N/A 2018 0 ERIC JAN2020

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Yes Early Intervention Disabilities Educational Legislation Equal Education Federal Legislation Child Development State Programs Parent Rights Developmental Delays Infants Toddlers Eligibility Individualized Family Service Plans Reports - Descriptive Guides - Non-Classroom Washington Individuals with Disabilities Education Act Washington State Department of Early Learning (DEL) English The primary purpose of this guide is to provide families with an overview of the Washington State Department of Early Learning, Early Support for Infants and Toddlers (ESIT) program. It provides general and important information about the statewide ESIT program, including a listing of parents' rights under the Individuals with Disabilities Education Act (IDEA), Part C. A complete and more detailed description of the procedural safeguards/parent rights are provided in a separate document called "The Individuals with Disabilities Education Act (IDEA) Part C Procedural Safeguards (Parent Rights)." A glossary of terms is included. [The Family Guidelines Workgroup, a committee of the State Interagency Coordinating Council (SICC) developed this booklet.] ED580241 A Family's Guide to Early Intervention Services in Washington State Washington State Department of Early Learning 2012-11-00 Parents 16 Washington State Department of Early Learning. 1110 Jefferson Street SE, P.O. Box 40970, Olympia, Washington 98504. Tel: 866-482-4325; e-mail: communications@del.wa.gov; Web site: http://www.del.wa.gov N/A 2018 0 ERIC JAN2020

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No Pragmatics Japanese Guidelines Speech Acts Semantics Form Classes (Languages) Language Patterns English Contrastive Linguistics Taniguchi, Ai Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation concerns the formal pragmatics of constructions in English and Japanese that are perceptively intensificative in their discourse function in some way. In particular I examine polarity emphasis (verum focus), exclamatives, and acts of notification and surprise in language using a compositional version of Farkas and Bruce (2010)'s Table framework, which I dub the lambda-Table framework. I argue that verum is a type of illocutionary modifier that poses restrictions on how an issue on the Table must be resolved, appealing to the idea in dynamic semantics that the motivation for any given speech act is to increase the common ground (CG). Exclamatives are similar in that as a speech act they also allow for the speaker to exclusively dictate what enters the CG. An analytical connection will be made between the illocutionary meaning of questions and exclamatives, the point of which will be that exclamatives are "questions" that exclude the addressee from participation in the conversational process of removing issues from the Table. Thus, exclamatives are non-inquisitive moves in which the speaker expresses their subjective judgment for the sake of expressing it. The act of notifying others of some piece of information also has a sense of being coercive in discourse, although not as authoritative as verum or exclamatives. The idea I propose for notification is that it is a kind of evidential construction that indicates that, by virtue of utterance, the hearer has received hearsay evidence for a proposition. I argue that the reason that these classes of sentences feel "emphatic" is because of their common pragmatic pattern in which the speaker dictates how the context is to be shaped, which is an exceptional property compared to more canonical speech acts like assertions and questions that require the collaboration of all discourse participants. This dissertation addresses the broader issue of what it means for a particular level of meaning to be non-truth-conditional, and propose ways of reliably distinguishing illocutionary meaning from conventional implicatures. What examining non-at-issue intensification reveals is that there are parts of the context structure that different levels of meanings are sensitive to, giving us a clearer picture of what the building blocks of discourse are in natural 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.] ED580242 The Formal Pragmatics of Non-at-Issue Intensification in English and Japanese ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3554-1513-1 242 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:10638759 2018 As Provided JAN2020

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No Autism Pervasive Developmental Disorders Foreign Countries Parents Children Online Surveys Parent Attitudes Clinical Diagnosis Early Intervention Access to Health Care Satisfaction Cooperation Family Income Place of Residence Age Differences Access to Education Severity (of Disability) Correlation Individual Characteristics Alnemary, Fahad Dissertations/Theses - Doctoral Dissertations Saudi Arabia EISSN- English Awareness of autism spectrum disorder (ASD) is relatively new in Saudi Arabia and systematic information about existing services is lacking. A convenience sample of 293 parents of children with ASD completed an online survey about their experiences and opinions attaining the ASD diagnosis for their children as well as the use of early intervention services in Saudi Arabia. The results revealed that the median age of the child when parents first noted atypicalities was 2.0 years. The median of the delays that parents experienced before they sought professionals help and to attain the diagnosis for their child were 0.3 years and 0.5 years, respectively. Just over one of third of parents were satisfied with the overall diagnostic process. Satisfaction was linked with higher perceived collaboration with professionals, higher perceived helpfulness of received information, higher perceived helpfulness of post-diagnosis support, lower household income, and shorter delay to attaining the diagnosis for those who live in a major city. The median age of treatment initiation was 3.8 years. More than 16% of children received no early intervention (ASD interventions prior school age) and more than a half of those who accessed such services received 3 to 6 hours per week. Earlier age of treatment initiation was associated with earlier age of diagnosis, earlier age when parents first sought professionals help, lower severity of child ASD symptoms, residing in a major city, and younger child's age. Higher number of early intervention hours received per week was only associated to higher household income, rather than with child characteristics. Findings provide a valuable picture of an important group of families affected by ASD in Saudi Arabia, pointing the need to increasing ASD awareness and mandating early identification and intervention services in Saudi Arabia. National efforts for conducting research are needed to better understand and manage the access and use of diagnostic and therapeutic ASD services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580734 The Journey from Diagnosis to Services for Parents of Children with Autism Spectrum Disorder in Saudi Arabia ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3553-1131-0 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:10634189 2018 As Provided JAN2020

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No Clergy Theological Education Biology Ethics Qualitative Research Trust (Psychology) Moral Values Leadership Self Efficacy Medical Research Spiritual Development Intellectual Development Lifelong Learning Learning Experience Cunningham, Paige Comstock Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study explores the factors that contribute to evangelical pastors becoming bioethically confident leaders of their congregation. This basic qualitative study invited twenty-five pastors who have a M.Div. or similar seminary degree to share their experiences of theological education, congregational ministry, and their views of pastoral moral leadership on medically complex issues. In view of the findings, the author suggests three phases of pastoral development under the theme of becoming. First is Exploration: Becoming Aware, followed by Proficiency: Becoming Confident. Some pastors, characterized by courage and elevated trust develop Mastery: Becoming Accomplished, and become moral leaders beyond their congregation. Pastors develop wisdom through opportunities for apprenticed wisdom during seminary, practiced wisdom during their pastorate, and embodied wisdom for those who become accomplished leaders. A Bioethical Leadership Paradigm is proposed as a way of describing the intellectual, spiritual, and experiential resources the pastor draws on to lead the congregation on bioethical issues. Recommendations for theological educators include (1) requiring ethics and attention to bioethical issues in the curriculum; (2) establishing a biblical and theological foundation appropriate for rapidly changing medical technologies; (3) helping form the pastor as a lifelong learner with an adequate Bioethical Leadership Paradigm; and (4) creating learning experiences that connect theory with the bioethical dilemmas their congregation will encounter. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580735 Becoming Bioethically Confident: The Contribution of Learning Experiences in Seminary and Congregational Ministry to Evangelical Pastors' Wise Leadership on Bioethical Concerns ProQuest LLC Ph.D. Dissertation, Trinity International University 2017-00-00 978-0-3554-9276-7 241 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10277548 2018 As Provided JAN2020

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No Acquired Immunodeficiency Syndrome (AIDS) Patient Education Qualitative Research Intervention Drug Abuse Health Education Training Skill Development Compliance (Psychology) Program Effectiveness Drug Therapy Semi Structured Interviews Observation Coping Adult Education Coleman, Gary Dissertations/Theses - Doctoral Dissertations EISSN- English Adult Education Prior to the development of new medications, the effects of the HIV/AIDS epidemic have taken many lives. Despite the introduction of protocols that can prolong and stabilize their lives, many patients do not conform to treatment requirements due to a lack of health literacy. This three-article dissertation examined relevant literature in Article I. The dissertation also reports on a qualitative study in Article II where he patients enrolled in the EXPONENTS organization's special intervention program for intravenous drug users and ex-offenders (called ARRIVE) were observed and interviewed. The study focused on health education and training programs that provided participants with skills and tools to better understand the importance of treatment adherence. Determining whether or not health education and training programs improved the individual's motivation to adhere to taking medications on a regular basis was the goal of the study, which recruited 20 participants. These individuals participated in a voluntary openended semi-structured interview and were observed in a classroom setting. The findings from the study indicated that education and training programs, along with helpful coping skills, positively impacted a participant's daily life. The findings also indicated that grade level instructional methods are necessary to increase adult health education comprehension (Speros, 2009). Article III presents a Health Literacy Guide, informed by the literature and the study's 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.] ED580243 Education Experiences and Training for People Living with HIV ProQuest LLC Ed.D. Dissertation, Trident University International 2017-00-00 978-0-3554-1544-5 103 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:10638765 2018 As Provided JAN2020

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No Nursing Education Academic Persistence Qualitative Research Stress Variables Nurses Acceleration (Education) Coping Student Needs Interviews Educational Finance Loan Repayment Student Financial Aid Student Attitudes Social Support Groups Teacher Student Relationship College Faculty Program Descriptions Learning Processes Critical Thinking Thinking Skills Clinical Experience Patients Health Services Bell, Charlene Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education A mounting concern throughout the country is a current and growing nursing shortage. In order to meet the growing demand of nurses, many colleges have created baccalaureate second degree accelerated registered nursing programs. Stressors, experienced by nursing students in these accelerated programs, may affect their retention. A deeper understanding of stressors experienced by these nursing students is needed to facilitate effective coping strategies and support learning. Therefore, it is necessary to identify these stressors in order for faculty to effectively meet the needs of students enrolled in baccalaureate second degree accelerated registered nursing programs. The use of a basic qualitative research design explored the examination, the contextual nature and the meaning of stressors from the students' perspective, and provided a more comprehensive understanding of factors contributing to student attrition. The sample of the population consisted of 14 nursing students enrolled in baccalaureate second degree accelerated registered nursing programs. Analysis of the nine interview questions revealed three dominant themes. These themes were daily demands, support, and motivators. The theme of daily demands was further coded into subthemes of time, finances, and preparation. The theme of support was further coded into six subthemes listed as: support derived from faculty, family (including spouse or boyfriend), friends, cohorts, faculty, and others. The theme of motivators was further coded into three subthemes: financial gain and the desire to repay student loans; completion of the program and the desire to help others. Findings of this research revealed that identified stressors perceived and described by the participants possibly interfered with the learning process. The overwhelming levels of stressors, not enough critical thinking skills, and lack of relevant clinical experiences leads to questions about the potential diminished value of these programs to both future nurses and their patients. The cumulative effect of these stressors has a potential effect on the quality of patient care by graduates of these 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.] ED580244 Stressors Experienced by Nursing Students Enrolled in Baccalaureate Second Degree Accelerated Registered Nursing Programs ProQuest LLC Ph.D. Dissertation, Capella University 2017-00-00 978-0-3554-2062-3 137 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638223 2018 As Provided JAN2020

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Yes Foreign Countries Predictor Variables Middle School Students Grade 8 Equations (Mathematics) Problem Solving Mathematical Concepts Algebra Correlation Multiple Regression Analysis Statistical Significance Research Design Mathematics Skills Ertekin, Erhan Journal Articles Reports - Research Turkey ISSN-2222-1735 English Middle Schools This study focused on how two algebraic concepts- equality and variable- predicted 8th grade students' equation solving performance. In this study, predictive design as a correlational research design was used. Randomly selected 407 eight-grade students who were from the central districts of a city in the central region of Turkey participated in the study. Multiple regression analysis was used to answer research questions. The results of the study showed that equality and variable concepts statistically significantly predicted students' equation solving performance. The standardized regression weights (ß) for the variable and equality concepts predicting students' equation solving performance were 0.46 and 0.17, respectively. ED580956 Predicting Eight Grade Students' Equation Solving Performances via Concepts of Variable and Equality Online Submission Journal of Education and Practice v8 n21 p74-80 2017 2017-00-00 7 N/A 2018 29 As Provided JAN2020

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Yes Charter Schools School Buildings Politics of Education Financial Support Supply and Demand School Administration Educational Quality Competition Teacher Shortage Elementary Secondary Education Educational Development Lake, Robin Cobb, Trey Sharma, Roohi Opalka, Alice Reports - Research Numerical/Quantitative Data California Center on Reinventing Public Education (CRPE) English Elementary Secondary Education Since the first charter school law passed in 1991, U.S. charter schools have enjoyed steady and relatively rapid growth, now serving more than three million students nationally. In more than 58 cities, charter schools represent more than 20 percent of all public school enrollment. In seven cities, charter schools enroll more than 40 percent of students, and in three cities, charter schools enroll the majority of students (New Orleans, Detroit, and Flint, Michigan). However, the rate of new charter school growth has slowed significantly in recent years. There are many plausible explanations for the recent deceleration of charter growth, including a temporary slowdown in start-up funding, an increasingly hostile political and regulatory environment, and a lack of access to quality teachers and leaders. It's also possible that now, more than 25 years into the charter school movement, other new dynamics have come into play among the schools themselves that must be attended to in order to refresh and reinvigorate the growth of high-quality charter schools. To begin to understand these national trends, the Center on Reinventing Public Education (CRPE) studied the charter school landscape in the San Francisco Bay Area, a region with historically rapid charter growth that has recently slowed. CRPE set out to learn what factors are inhibiting charter growth in the Bay Area and how they can be addressed. As part of the research, telephone interviews with representatives from organizations that operate 74 different Bay Area charter schools, were conducted. Demographic data were reviewed as well as facilities leasing and purchasing data. Three reasons for the slowdown include: (1) Too few school facilities that new schools can afford; (2) Increased competition for resources from well-established charter networks and schools; and (3) Political opposition from districts, some of which block access to facilities, bring lawsuits against growing schools, or make charters' compliance with state regulations more difficult. To respond to the demand and need for more high-quality schools in the Bay Area, CRPE recommends the following paths forward: (1) Pursue revisions to Proposition 39; (2) Offer "consolidation grants" to districts that will use their space to maximum efficiency; (3) Require that districts that fail to reduce costs responsibly leave the property ownership business; (4) Target more viable counties for growth; (5) Cultivate a more diverse supply of charter school operators; and (6) Negotiate district-charter-state "grand bargains" to give charters access to new buildings. In cities across the country, charters and districts can learn from successful models and work collaboratively to encourage the growth of high-quality schools that serve all students. [This report was made possible by a gift from the Silicon Schools Fund.] ED580958 The Slowdown in Bay Area Charter School Growth: Causes and Solutions Center on Reinventing Public Education 2018-01-00 27 Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org T 2018 0 ERIC JAN2020

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Yes Role Phonology Language Rhythm Pronunciation Syllables Written Language Pronunciation Instruction Course Descriptions English (Second Language) Second Language Learning Second Language Instruction Teaching Methods Yurtbasi, Metin Journal Articles Reports - Evaluative EISSN- English In the phonological literature in English, which is a stress-timed language, the existence of at least three levels of stress is usually taken for granted. Words, phrases, utterances or sentences have a prominent element in one of their syllables, which usually correlates with a partner in the same unit, called the secondary stress. It so happens that in multi-syllable words or groups bearing more than two content words, there is also a tertiary stress. Function words neighbouring the content words are usually not stressed or they are reduced. In standard writing, the primary stress is indicated by an acute accent, the secondary stress by a grave accent while the lack of stress is not marked at all. This article proposes that the distinction between primary and secondary stress should have more prevalence in the pronunciation teaching curricula, as they expose the rhythm of English and convey the intended meaning clearly. ED579981 The Role of the Secondary Stress in Teaching the English Rhythm Online Submission Global Journal of Foreign Language Teaching v7 n3 p101-106 2017 2017-00-00 6 T 2018 18 As Provided JAN2020

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Yes Semitic Languages Turkish Etymology Diachronic Linguistics Greek Classical Languages Contrastive Linguistics Definitions Morphemes Foreign Countries Yurtbasi, Metin Journal Articles Reports - Descriptive Turkey EISSN- English Forenames, identifying individuals have their meanings, origins and variants which are shared by different people and cultures around the world. Upon investigation, the female forename "Zeynep", "Zaynab", "[Arabic characters]", one of the most common names in Turkey, is found to have its semitic or even Greek, Latin and Sanscrit roots affecting its various meanings. The Semitic root "z+y+n" (ornament) shared by Phoenician, Hebrew and Arabic languages gives the name the meaning of "the father?s ornament". On the other hand the alternative "Zenobia" also comes from two Greek words, i.e. "zeno" (Zeus, god) and "bio" (life). The Sanscrit root "div-" deriving from Greek as Latin "Deus" (God) comes from Sanscrit root "div-" (sky). So this paper involving the common forename "Zeynep" in Turkish also enjoying many versions and different meanings in various languages sheds insight into the "study of forenames" (onomastics) by focusing on its etymological, historical and sociological features. We hope it will satisfy the curiosity of millions of people in Turkey and abroad bearing this name or its variants. ED579982 What's in a Name?--"Zeynep", "Zaynab", "[Arabic characters]" The Origin, the Meaning and the Variants of a Common Female Forename Used in Turkey and Elsewhere Online Submission International Journal of Arts Humanities and Social Sciences v1 n4 p132-144 Nov 2016 2016-11-00 13 T 2018 64 As Provided JAN2020

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Yes Dictionaries French Indo European Languages Phonology Computational Linguistics German Multilingualism Turkish English Romance Languages Phonetics Lexicography Yurtbasi, Metin Journal Articles Reports - Descriptive EISSN- English The aim of this article is to present to the reader a specific sampling from the French phonological terminology collected from relevant literature with their equivalents in English, German and Turkish. There has been so far many linguistic studies and publications in the French sound system both by French and foreign scholars in form of books, articles and glossaries. French is a member of the larger Romance language family and therefore shares many similarities with other Indo-European languages namely English, German and notably from its sisters such as Spanish and Italian. Therefore the French phonological corpus is composed of mostly cognates of its neighbours, but some are unique to the vernacular. French phonology has been much studied throughout its birth and the relevant literature has been scrutinized and both monolingual, bilingual even multilingual dictionaries have been published to provide such terminologies. A new project titled "Multilingual Dictionary of Phonetics and Phonology" contains a corpus of the most common 10,000 phonological items in English matching their counterparts in 26 world languages among them is French. This article presents only a sampling (letters A, B and C) providing the French corpus with equivalents only in three major languages, i.e. English, German and Turkish. The data coming in for this project in French are not only part of published literature and glossaries but also the result of dedicated efforts on the part of the scholars interested in the Project who have meticulously searched for the best equivalents and in some cases coined unique terms as neologisms. The Project gathers so far the largest French phonological corpus in one collection and some of the items are presented first time in literature. The work is aimed to contribute to the ever growing French phonological lexicography with equivalents in such a vast group of language for the benefit of both French and foreign scholars studying this language in comparative methodology. ED579983 The French Phonological Corpus with Equivalents in English, German and Turkish, as Part of a New Multilingual Dictionary Project Online Submission International Journal of Arts Humanities and Social Sciences v2 n11 p27-77 Dec 2017 2017-12-00 51 T 2018 24 As Provided JAN2020

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No Vocational Rehabilitation Disabilities Agency Cooperation Employment Potential Mixed Methods Research Demography Predictor Variables Semi Structured Interviews Administrator Attitudes Facilitators (Individuals) Counselor Attitudes Youth Programs Youth Employment Youth Opportunities Gender Differences Racial Differences Related Services (Special Education) Family Involvement Barriers Educational Resources Change Strategies Awsumb, Jessica M. Dissertations/Theses - Doctoral Dissertations Illinois (Chicago) EISSN- English This study examines post-school outcomes of youth with disabilities that were served by the Illinois vocational rehabilitation (VR) agency while in Chicago Public Schools (CPS) through a mixed methodology research design. In order to understand how outcomes differ among the study population, a large-scale dataset of the employment outcomes of these youth with disabilities was analyzed based on demographic variables and services received (N = 4,731). In addition, semi-structured interviews were conducted to expand on the results of the quantitative data analysis with CPS transition specialists (n = 2), Division of Rehabilitation Services administrators (n = 2), VR transition counselors (n = 2), and University of Illinois at Chicago interagency collaboration facilitators' (n = 2). Lastly, the perspectives of these stakeholders were examined to understand the interagency collaboration initiative's affect on the employment outcomes of youth with disabilities. Results revealed individual and systemic challenges in supporting youth with disabilities transitioning to adulthood. Employment outcomes were worse for females, African American youth, and youth with mental disabilities. In contrast, males, Latino(a) youth, and youth with intellectual/developmental disabilities fared well in the VR system. Further, the analysis of the VR status progression system showed that few students were receiving services and more than half of students were eligible but did not receive any services. Conversely, students were more likely to have a successful employment outcome when they received vocational rehabilitation and guidance, job placement services, or job search assistance. Study results suggest eight key themes for youth with disabilities transitioning from CPS services to VR services. In relation to the employment outcomes of youth with disabilities: (1) family involvement and support; (2) resources, opportunities, and services; (3) community and agency supports; and (4) systemic barriers emerged. Themes for the interagency collaboration partnership included: (1) basic requirements of interagency collaboration; (2) systemic challenges; (3) the current partnership; and (4) future partnership goals. As a result of this research, implications for practice, policy, and research were developed. Within practice and policy, implications for the education system, vocational rehabilitation agency, and interagency collaboration were suggested. Major study implications identified include the necessity for continuing education for vocational rehabilitation professionals, the creation of a policies and procedures manual for serving youth with disabilities, and stakeholder unification around the vision and future evolution of the interagency collaboration partnership in order to benefit youth with disabilities transitioning to adulthood. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579221 Vocational Rehabilitation Employment Outcomes and Interagency Collaboration for Youth with Disabilities ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7824-1 207 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:10644590 2018 As Provided JAN2020

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No Social Development African American Students Males Mentors Supervisor Supervisee Relationship Youth Programs Fraternities Observation Interviews Focus Groups Interaction Interpersonal Relationship Trust (Psychology) Predictor Variables Performance Factors Case Studies Brown, Kenneth Damon Dissertations/Theses - Doctoral Dissertations EISSN- English Numerous studies have examined mentoring relationships and their consequences for youth development (Rhodes and DuBois, 2008). DuBois and Silverthorn (2005) found that those who reported having had a mentoring relationship during adolescence exhibited significantly better outcomes within the domains of education and work (high-school completion, employment), mental health (self-esteem), problem behavior (gang membership, risk taking), and health (exercise, birth control use) (Rhodes and DuBois, 2008). Currently, there is limited research available that focus on mentoring programs and the characteristics that influence the relationship between the mentor and mentee. Also, research focusing on mentoring programs of African American fraternities does not exist. This exploratory case study was designed to examine the role and impact of an African American fraternal organization's mentoring program on the success of its mentees. Data collection for this study included observational notes from thirteen mentoring session activities, four mentee interviews; two mentees new to the mentoring program and two mentees who have participated for at least one year, and one mentor focus group consisting of ten mentors. The Mentee Attitude Scale was also administered to thirteen mentees. The data were analyzed to identify the six themes that impact the mentees' successes based on the Relational Theories methodological approach. The most prominent themes to appear across all data points were: Interactions, collaboration, brotherhood, trust, mentor preparation, and education. To investigate how the themes related to how impactful participation in the mentoring program was on the mentees' success, Relational Theories' components authenticity, empathy, collaboration, and companionship were used. Each component has a direct correlation with the recurring themes. Based on the results of the study, mentees' success is positively impacted by how enjoyable the experiences are during the mentoring sessions. To reach a high level of enjoyment, mentees must be able to feel as though they can trust the mentors. The mentees must also believe that the mentors understand situations that are currently impacting their lives. The mentees must have a voice in what occurs during mentoring sessions as well. Finally, mentors and mentees must enjoy spending time together and enjoy each other's company. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579222 Promoting Positive Social Development among African American Boys ProQuest LLC Ph.D. Dissertation, University of Illinois at Chicago 2017-00-00 978-0-3551-7836-4 183 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:10644603 2018 As Provided JAN2020

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No Leadership Styles Spiritual Development Interviews Metacognition Beliefs Self Management Leadership Effectiveness Administrator Surveys Administrator Attitudes Personal Narratives College Administration Church Related Colleges Schwabel, Kara Maureen Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education "We ought to focus on leadership as an activity...that mobilizes people to do something socially useful" and "elevate followers to a higher moral level" (Ronald Heifetz, 1994, p. 20). This study addresses a gap in leadership studies having to do with the inner world out of which a leader leads. The use of the "Ignatian Spiritual Exercises in Everyday Life" by four leaders employed by Jesuit higher education institutions are explored as an intentional process by which leaders can identify a life "calling" and take part in spiritual/reflective practices that become an active "map" for living and leading. Each is interviewed to explore their personal narrative surrounding their participation in these "daily meditations." These stories help uncover how their leadership approach has been influenced by this particular spiritual journey. Within the Exercises, the participant comes to better recognize her/his calling in life, reflect on the values and beliefs that provide the framework for their inner-self, and identify the creativity that is both inherent and nurtured by participation in this practice. It is a strategic, holistic way of approaching one's life more mindfully and imaginatively, to face everyday challenges and triumphs in work and home life, in a more integrated 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.] ED579438 Living with One Foot Raised: The Impact of the Ignatian Spiritual Exercises on Applied Creative and Authentic Leadership ProQuest LLC Ph.D. Dissertation, Union Institute and University 2017-00-00 978-0-3553-7250-2 145 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:10672390 2018 As Provided JAN2020

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No Special Education Disproportionate Representation Ethnicity Gender Differences Socioeconomic Status Referral Statistical Analysis School Districts Decision Making Teacher Attitudes Self Efficacy Elementary Secondary Education Predictor Variables Branscombe, Peter Dissertations/Theses - Doctoral Dissertations New York EISSN- English Elementary Secondary Education According to literature, African American male students are disproportionately placed in special education programs throughout our national public school systems. Therefore, this study was intended to examine factors that may influence a teacher's decision to recommend students for special education services. The target population for this study was teachers of a K-12 school district on the south shore of Long Island, New York. A quantitative method was used to analyze the data collected. Utilizing case study data, student demographic information was analyzed to examine the effects of ethnicity, gender, and socioeconomic status on a teacher's decision to refer a student for special education services. The demographic variables were compared to the likelihood of teachers to refer a student to the Committee on Special Education. Additionally, teacher efficacy, the belief of teachers in their ability to teach and their attitudes regarding the ability of their students to learn, was studied as a factor that may contribute to a teacher's decision to refer a student for special education services. Lastly, the study examined the extent to which elementary or secondary teachers were more likely to refer students. Results of the data analyses revealed that low socioeconomic status was the primary predictive factor for referral to the Committee on Special Education. Students of low socioeconomic status were overrepresented in special education when paired with ethnicity and gender. Ethnicity alone, in the district under study, was not a predictive factor in referral for special education. Gender was also not a predictive factor in referral for special education. It was noted that the teachers believed home factors had a greater impact on their decision to refer children for special education services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579439 Teacher Efficacy and Disproportional Special Education Recommendations ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3553-8818-3 135 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:10674055 2018 As Provided JAN2020

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No Parent Influence Special Education Student Placement African American Students Urban Schools School Districts Statistical Analysis Meetings Individualized Education Programs Parents Longitudinal Studies Ethnicity Parent Participation Disproportionate Representation Mainstreaming Hawkins, Dianne Kendrick Dissertations/Theses - Doctoral Dissertations Texas EISSN- English African American students receive placements in special education in numbers disproportionate to their representation in the population at large. They are also placed in most restrictive settings in large numbers. The current quantitative study was designed to examine the influence of participation in ARD/IEP meetings by African American parents on the restrictiveness of placement outcomes for their children. The researcher used a quantitative, non-experimental, longitudinal approach to investigate the extent to which ethnicity and parent engagement in ARD/IEP meetings influenced the restrictiveness of placement for the Cohort 17 students. Research findings showed ethnicity, parent participation, and restrictiveness of placement to have significant impacts, but only when considered under very specific circumstances and conditions. In general, the rate of ARD/IEP participation was high for the parents of Cohort 17 members; although, the African American parents included in the study realized relatively lower participation rates. Research findings did not support parental participation in the meetings as having a direct influence on the restrictiveness of placements for the African American students represented 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.] ED580245 The Influence of Parental Engagement on Most Restrictive Special Education Placements for African American Students in a Major Urban Texas School District ProQuest LLC Ed.D. Dissertation, Texas Wesleyan University 2017-00-00 978-0-3553-9030-8 198 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:10638237 2018 As Provided JAN2020

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No High Schools Secondary School Teachers Social Development Emotional Development Faculty Development Knowledge Base for Teaching Teacher Attitudes Teacher Student Relationship Trust (Psychology) High School Students Reardon, Mary Beth Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Social and emotional learning is a topic currently and increasingly scrutinized in our schools. Typically, the social and emotional skills of students are examined to assess proficiency in this area. Extensive study of social and emotional skills of teachers is rarely conducted. This study addresses the current knowledge of teachers' social and emotional skills, the extent to which they incorporate these skills into their instruction and practices, and what they require to do so. The goal was to determine the development of those skills among Lakeside High School teachers, and its application in their classrooms. The study revealed that Lakeside High School teachers need and desire targeted, systematic professional development in the area of social and emotional learning. It also revealed the perceptions of the staff surrounding the importance of developing effective, trusting associations with students to most significantly and positively impact 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.] ED580246 Examining High School Teachers' Knowledge of Social and Emotional Learning and Its Application in the Classroom ProQuest LLC Ed.D. Dissertation, College of Saint Elizabeth 2017-00-00 978-0-3554-2324-2 196 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638782 2018 As Provided JAN2020

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No Equal Education Profiles Leaders Biographies Brooks, Jeffrey S., Ed. Normore, Anthony H., Ed. Books Collected Works - General English What new ideas and ways of thinking can educational leaders learn from great world leaders who have moved their societies to greater equity and expanded educational opportunity? In this lively, accessible volume, the editors have brought together an impressive group of senior and early-career educational scholars to study the lives and contributions of a wide range of outstanding historical and contemporary leaders from the United States and across the globe. This rich collection of brief biographical commentaries profiles leaders like Wangari Mathaai, John Tippeconic III, Fannie Lou Hamer, Saul Alinsky, Antonia Pantoja, Jimmy Carter, Golda Meir, Sun Yat Sen, José Rizal, and Jesus Christ. Each profile focuses on a single individual and includes (1) an introduction and biographical sketch; (2) a discussion of their context and activities as a leader; (3) a list of the key lessons we can learn from their leadership; and (4) an explanation of how these lessons are relevant for today. This unique collection bridges cultures, professions, and callings to help American education leaders create more just and equitable schools. This book features: (1) Profiles of a wide range of world leaders; (2) Insights from leading educational scholars and practitioners; (3) A diversity of international location, gender, race, and conceptual focus; (4) An engaging style that bridges theory and practice--perfect for courses and training programs; and (5) Lessons school leaders can use to improve their practice. Following an introduction by the editors, "Leading Against the Grain: Listening to Leaders from Around the Globe and Throughout Time," chapters include: (1) A Woman for All Seasons: Learning from the Wisdom of Antonia Pantoja (Sonia Nieto); (2) Grassroots Leadership for Ecological Sustainability, Empowerment, and Political Change: Wangari Maathai and the Green Belt Movement (Melanie C. Brooks); (3) In the Shadow of Totalitarianism: Tsunesaburo Makiguchi and the Struggle for Value-Creating Educational Leadership (John M. Heffron); (4) Sun Yat-sen: A Boundary-Crosser (Haiyan Qian and Allan Walker); (5) Peter McLaren's Liberation Theology: Karl Marx Meets Jesus Christ (Peter McLaren and Petar Jandric); (6) Saul Alinsky: The Magnificent Rebel (Lisa Catherine Ehrich and Fenwick W. English); (7) The Resurrection of Educational Leadership: Lessons from Rev. Dr. Samuel DeWitt Proctor (Atiya S. Strothers and Catherine A. Lugg); (8) José Rizal: Leadership Lessons from the National Hero of the Philippines (Jeffrey S. Brooks and Anthony H. Normore); (9) A Life Lived Well: American Indian Educator, Scholar, and Leader Dr. John W. Tippeconnic III (Comanche/Cherokee) (Susan C. Faircloth); (10) Jimmy Carter: A Portrait of Moral and Ethical Leadership (Michelle D. Young and Bryan A. VanGronigen); (11) Harold Gatensby: Tlingit Peacemaker and Leader (Polly Hyslop and Brian Jarrett); (12) Golda Meir: A Leader for National Revival and Social Justice (Izhar Oplatka); (13) Passing the Torch: The Legacy of Fannie Lou Hamer (Gaëtane Jean-Marie); (14) Incrementalism Beats Flamboyance: Ethel M. Smith (Catherine M. Marshall and Becca Merrill); (15) Ella Flagg Young: Individuality, Freedom for the Teacher, and Freedom for the Pupil (Jackie M. Blount); (16) Aung San Suu Kyi: A Leadership Journey Toward Peace and Democracy (Whitney McIntyre Miller and Margaret Grogan); and (17) Understanding Real "Black Girl Magic": Anna Julia Cooper as a Thought Leader (Gloria Ladson-Billings). An index is included. [Foreword by William Ayers.] ED580959 Leading against the Grain: Lessons for Creating Just and Equitable Schools Teachers College Press 2017-12-01 978-0-8077-5871-7 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/leading-against-the-grain-9780807758717?page_id=31 2018 ERIC JAN2020

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No Research Methodology Theories Participatory Research Case Studies Critical Theory Race Feminism Action Research Research Projects Muslims Homosexuality Minority Groups Females Institutionalized Persons Children Disadvantaged Schools Epistemology Ethics Politics Policy Formation Refugees Activism Fine, Michelle Books Reports - Evaluative English In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and create a more just world. Animated by the presence of W.E.B. DuBois, Gloria Anzaldúa, Maxine Greene, and Audre Lorde, the book examines a wide array of critical participatory action research (PAR) projects involving school pushouts, Muslim American youth, queer youth of color, women in prison, and children navigating under-resourced schools. Throughout, Fine assists readers as they consider sensitive decisions about epistemology, ethics, politics, and methods; critical approaches to analysis and interpretation; and participatory strategies for policy development and organizing. "Just Research in Contentious Times" is an invaluable guide for creating successful participatory action research projects in times of inequity and uncertainty. This book (1) Reviews the theoretical and historical foundations of critical participatory research; (2) Addresses why, how, with whom, and for whom research is designed; (3) Offers case studies of critical PAR projects with youth of color, Muslim American youth, indigenous and refugee activists, and LGBTQ youth of color; and (4) Integrates critical race, feminist, postcolonial, and queer studies. ED580960 Just Research in Contentious Times: Widening the Methodological Imagination Teachers College Press 2017-11-17 978-0-8077-5874-8 160 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/just-research-9780807758731?page_id=31 2018 As Provided JAN2020

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No Counselor Training Supervision Counselors Eating Disorders Counselor Attitudes Females Interviews Phenomenology Data Analysis Modeling (Psychology) Competence Supervisor Supervisee Relationship LaSelle, Nicole M. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this phenomenological study was to reveal the supervisory experiences of counselor supervisees when working with clients diagnosed with eating disorders. Research questions were: "What are the reported supervisory experiences of counselor supervisees who work with clients diagnosed with eating disorders?" and "What meanings do counselor supervisees make of their supervisory experiences when working with clients diagnosed with eating disorders?" The research questions guided the interview process with five female counselor supervisees who worked with clients diagnosed with eating disorders. The data were analyzed according to Moustakas' transcendental methodological approach (1994) that incorporated data analysis modified by Stevick (1971), Colaizzi (1973), and Keen (1975). The textural descriptive themes included: (a) time in supervision, (b) educational discussions about working with clients diagnosed with eating disorders, (c) modeling by the supervisor, and (d) individual and group supervision. The structural descriptive themes were: (a) competencies as a counselor, (b) population of clients diagnosed with eating disorders, (c) resources offered at specialized eating disorder treatment centers, (d) behaviors, feelings, and thoughts in response to clients diagnosed with eating disorders, and (e) supervisory relationships. These textural descriptive themes and structural descriptive themes emerged after analyzing the transcripts and contributed to an initial and general understanding of the phenomenon. In that regard, the descriptive themes provided a foundation for the individual and composite textural and structural descriptions, and textural-structural synthesis. The textural structural synthesis detailed what was experienced in supervision, and the meaning and underlying factors of the supervisory experiences across all participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579223 Counselor Supervisees' Experiences of Supervision When Working with Clients Diagnosed with an Eating Disorder ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8430-3 309 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10645269 2018 As Provided JAN2020

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No College Students Alcohol Abuse Student Motivation Expectation Prevention Data Analysis Behavior Modification Student Surveys Structural Equation Models Hypothesis Testing Madden, Danielle R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Introduction: The excessive consumption of alcohol by college students is a major public health problem in the U.S. Heavy alcohol use has been linked to numerous consequences ranging from less serious effects (i.e.., hangovers) to death. Decades of research have linked certain beliefs, attitudes or motivations to drinking behavior but intensive prevention efforts based on these ideas have done little to mitigate this issue. Much of the past research has focused on the interplay of cognitive factors (i.e., expectancies, motivations) and typical drinking patterns (i.e., quantity or frequency of drinking during the past year). Unfortunately, examining the relationship between "general" motives, expectancies, or use of protective strategies and "typical" drinking is not adequate to understand behavior as it occurs. Therefore, the need to understand drinking at the event-level is critical. To this end, this study examined a conceptual model of college students' drinking events in order to determine the potential mediating effect of drinking motives and protective behavioral strategies in the relationship between alcohol expectancies and event-level alcohol use and consequences. Methods: An existing dataset containing information about 2,279 college student drinking events was analyzed for this study. Students completed surveys during the administration of a commercial online alcohol course during 2010 and 2011. These surveys contained measures of typical alcohol expectancies, drinking motives, and use of protective behavioral strategies. Students also provided detailed information about their last drinking event that occurred within seven days prior to the course. A theoretical model that examined the mediating influence of these cognitive factors and typical use of protective strategies on event-level alcohol use was analyzed with structural equation modeling. Results: The hypothesized causal ordering was supported by the findings. Both typical use of protective strategies and drinking motives mediated the relationship between expectancies and event-level alcohol use and problems. Positive expectancies was associated with greater positive motives, greater motives were associated with less use of PBS, and less PBS use was then, in turn, associated with higher event-level intoxication. Lastly, higher intoxication was associated with more serious consequences during the event. Discussion: In order to develop effective prevention that can be implemented during an event, the role of expectancies, drinking motives, and protective strategies needs to be considered in tandem. This is the first study to simultaneously explore the relationship between these factors and event-level drinking. There is a great need to continue to further explore the dynamic nature of drinking at the event-level to illuminate potential leverage points amendable to 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.] ED579224 An Event-Level Conceptual Model of College Student Drinking: The Role of Protective Behavioral Strategies, Alcohol Expectancies, and Drinking Motives ProQuest LLC Ph.D. Dissertation, The Ohio State University 2017-00-00 978-0-3551-8443-3 154 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10645286 2018 As Provided JAN2020

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No Small Colleges Qualitative Research Educational Innovation Higher Education Case Studies MacVie, Leah Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Institutions of higher education have faced many challenges over the last few decades. Though many large institutions have the resources needed to respond to these challenges, small institutions have had to be innovative in the ways in which they are adapting. There are similarities between the external challenges that institutions face today and the challenges they faced in the 1960s and 70s, and it is worth examining whether or not the predictions and suggestions made by scholars in this time period offer insight in regards to the innovation found in small institutions today. This dissertation explored Erich Jantsch's 1969 report in the context of innovation in higher education today. This qualitative, multicase study found that Erich Jantsch's five crucial innovations can be found to some extent in the innovations of four small 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.] ED579440 Finding Erich Jantsch's Five Crucial Innovations: A Study of Four Small Colleges ProQuest LLC Ph.D. Dissertation, Union Institute and University 2017-00-00 978-0-3553-8714-8 216 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:10673950 2018 As Provided JAN2020

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No Principals Administrator Attitudes Educational Practices Public Schools School Districts Administrator Surveys Elementary Schools Middle Schools High Schools State Departments of Education Correlation Multivariate Analysis Rating Scales Teacher Evaluation Statistical Analysis Mangeri, Richard Dissertations/Theses - Doctoral Dissertations New York EISSN- English Elementary Education The purpose of this study was to investigate principals' perceptions of the impact of the New York State Annual Professional Performance Review on instructional practices. Dr. Philip Hallinger's Principal Instructional Management Rating Scale (PIMRS) was used to examine principal behaviors as they relate to school mission/goals, instruction and promoting a positive climate. This quantitative survey was distributed electronically to 2,316 New York State elementary, middle and high school public school principals. All schools from the New York State Conference of Big 5 School Districts were excluded for purposes of this study. These districts were Buffalo, New York City, Rochester, Syracuse, Yonkers and recently added Utica school district in the 2014-2015 school year. These districts have a very complex chain of command that would hinder the study when seeking approval to access the principals. If these districts were included the study would have to take into account for SES, school design and other outside variables that would impact the study. In addition to the Principal Instructional Management Rating Scale for Principals, the survey included questions about demographics; the New York State Education Department approved Annual Professional Performance Review utilized by their school district and the impact of this Annual Professional Performance Review on their instructional practices. The use of descriptive and inferential statistical data reported from the survey, multivariate analysis of variance and correlational analysis examined differences in principals' perceptions of instructional behavior using the ten variables of the Principal Instructional Management Rating Scale: 1) Frame the School Goals, 2) Communicate the School Goals, 3) Protect Instructional Time, 4) Provide Incentives for Learning, 5) Promote Professional Development, 6) Coordinate the Curriculum, 7) Supervise and Evaluate Instruction, 8) Monitor Student Progress, 9) Provide Incentives for Teachers, and 10) Maintain High Visibility. In addition, the demographic data and the New York State approved Annual Professional Performance Reviews allowed for the study to determine any correlations between demographics, the Annual Professional Performance Reviews and instructional behaviors. There were correlations between all 10 of the principal instructional behaviors and a perceived impact on instructional practices indicated by 64.5% of the principals that responded to the survey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579441 Principals' Perceptions of the Impact of the APPR on Instructional Practices in New York State Public School Districts ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3554-0461-6 112 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:10679395 2018 As Provided JAN2020

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Yes Enrollment Projections Enrollment Trends School Districts Elementary Secondary Education Low Income Groups Age Differences Instructional Program Divisions Carter, Ted Reports - Research Numerical/Quantitative Data Kansas Kansas Association of School Boards (KASB) English Elementary Secondary Education This report presents the findings from the Kansas Association of School Boards (KASB's) 2016-17 Enrollment Projections for the state of Kansas as a whole, and also provides instructions on how these projections can be accessed at the district level. Key Findings include: (1) Total headcount enrollment will see modest increases from 2016-17 through 2018-19, then a slight decrease in 2019-20, virtually no change in 2020-21, then a modest decrease in 2021-22; (2) The average annual change in total enrollment from 2016-17 to 2021-22 is expected to be a 0.13 percent increase; and (3) The five-year change from 2016-17 to 2021-22 is projected to be a 0.66 percent increase. ED580961 2016-17 KASB Enrollment Projection Report Kansas Association of School Boards 2017-02-00 24 Kansas Association of School Boards. 1420 SW Arrowhead Road, Topeka, KS 66604. Tel: 800-432-2471; Tel: 785-273-3600; Fax: 785-273-7580; e-mail: email@kasb.org; Web site: http://www.kasb.org N/A 2018 0 ERIC JAN2020

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Yes Public Schools Low Income Groups Poverty School Districts At Risk Students Financial Support Socioeconomic Status Eligibility Lunch Programs Trend Analysis Certification Geographic Location Population Trends Correlation Private Schools Hispanic American Students Racial Differences Ethnic Groups Family Income Weighted Scores Reports - Evaluative Numerical/Quantitative Data Kansas Kansas Association of School Boards (KASB) English The percentage of public school students qualifying for free or reduced price meals has increased from about 33 percent to nearly 50 percent over the past 15 years. Kansas uses the number of students eligible for free (but not reduced-price) lunch to determine the amount of funding school districts receive to provide for services to at-risk students. Because the value of this weighting factor has increased from 10 percent of base state aid per pupil to over 45 percent of base aid, questions have been raised about whether the number of students receiving free meals is due to actual changes in student and family economic need, or whether the increased weighting factor has caused districts to "recruit" families who may not actually qualify. This document presents data and comparisons that address those questions. ED580962 At-Risk Funding in Kansas: Free Lunch Status and At-Risk Status. Research Reports Kansas Association of School Boards 2016-07-00 8 Kansas Association of School Boards. 1420 SW Arrowhead Road, Topeka, KS 66604. Tel: 800-432-2471; Tel: 785-273-3600; Fax: 785-273-7580; e-mail: email@kasb.org; Web site: http://www.kasb.org N/A 2018 35 ERIC JAN2020

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Yes School Districts School Personnel Employees Educational Finance Administrators Teachers Paraprofessional School Personnel Transportation Food Service Maintenance At Risk Students Poverty Minority Group Students Special Education School Safety Reading Skills Reading Achievement Mathematics Achievement College Readiness Graduation Rate National Competency Tests Reports - Evaluative Numerical/Quantitative Data Kansas National Assessment of Educational Progress Kansas Association of School Boards (KASB) English Nearly all of the positions added by Kansas districts since 1998 involved direct instruction of students (teaching) or supporting teachers and students. Districts have added over 9,600 employee positions since 1998, an increase of more than 16 percent. Over this same period, general administration positions were reduced by almost 17 percent. Statewide school enrollment increased by 3.5 percent between 1998 and 2015. Employees in other school district function areas increased at about the same rate as student increases, with the exception of transportation, which increased about 21 percent. The number of school employees increased between 1998 and 2002, declined in 2003 and 2004 when school funding was limited by economic recession; rose from 2005 to 2009 with significantly increased funding following the Montoy school finance decision; dropped in 2010 and 2011 after school funding was reduced during the Great Recession; and has partially recovered to pre-recession levels. These changes presented in this report are reported in an analysis of staff and students from 1998 to 2015 statewide and for each district using data from Kansas State Department of Education. Student Full Time Equivalent enrollments (FTEs) were taken from KSDE's Comparative Performance and Fiscal System (CPFS), and Staff FTEs were taken from KSDE's Certified and Noncertified Personnel Reports. Student FTEs in CPFS are only available back to the 1997-98 school year, which is why this starting point was selected. ED580963 Long-Term Growth in Instructional and Student Support Employees. Research Reports Kansas Association of School Boards 2015-05-00 4 Kansas Association of School Boards. 1420 SW Arrowhead Road, Topeka, KS 66604. Tel: 800-432-2471; Tel: 785-273-3600; Fax: 785-273-7580; e-mail: email@kasb.org; Web site: http://www.kasb.org N/A 2018 0 ERIC JAN2020

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No High Schools Principals Leadership Effectiveness Disproportionate Representation College Readiness Career Readiness Qualitative Research Academic Achievement Leadership Styles Program Development Program Implementation Adkins-Barlow, Vernita Lynn Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Political initiatives in response to government reports have focused on students' preparation for higher education and their future careers, and students fall short. School districts and school programs give attention to the application of instructional practices to ensure students' college and career preparation, providing professional development in various instructional methods that address Language Arts and Math skills development, and students fall short. Teachers work tirelessly to use instructional strategies that develop students' critical and computational thinking, communication, collaboration, and creative skills, and students fall short as research indicates that students entering higher education continue to require remedial classes before beginning their college degree programs. This qualitative study design's purpose was to analyze the effective practices that early college high school principals employ that influence the academic achievement of students traditionally underrepresented in higher education. Thirteen (13) research participants' responses to leadership style, challenges, and solutions in program planning, development, and implementation with their recommendations yielded sixty themes of practices and strategies employed by early college high school principals. This study's results corroborate the literature on effective educational leadership practices that affect student achievement and inform educational leadership practice for underrepresented student populations in higher education. Implications for further research address the academic needs of other underrepresented student populations in higher education, including students with moderate to severe educational needs, foster youth and homeless 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.] ED580247 Effective Practices of High School Principals' Leadership in Developing Traditionally Underrepresented Students' Higher Education and Future Career Readiness ProQuest LLC Ed.D. Dissertation, Pepperdine University 2017-00-00 978-0-3553-9674-4 312 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638244 2018 As Provided JAN2020

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No Public Schools Leadership Training Leadership Qualities Instructional Leadership Superintendents Phenomenology School Districts Principals Semi Structured Interviews Communication Skills Creativity Critical Thinking Cooperation Professional Identity Elaine, Francisco Tan Dissertations/Theses - Doctoral Dissertations California EISSN- English The purpose of this phenomenological study was to explore the experience of 11 public school professionals in positions of leadership within the San Mateo County public school system. The aim was to gain a deeper understanding of how public school leaders enact change in their districts and schools. Four superintendents, one assistant superintendent, and six principals responded to an online demographic questionnaire regarding ethnicity, age, and the first two areas of primary concern for their district. Each participant participated in a semi-structured interview that explored the significant aspects of leadership needed to enact change in their district and also areas of concerns and challenges. Four broad categories of themes emerged, including key attributes of a leader who effects change, overarching goals, largest concerns, and their thoughts on the implementation of 21st century skills in their district. The findings showed that these leaders thought it was critical to have a vision for their district, inspire others to work toward the vision, and collaborate, listen, and communicate with stakeholders when implementing steps toward the vision. They emphasized the importance of not losing sight of the vision when attempting to implement initiatives. They realized that sometimes modifications or a change in course is needed and not everyone would be happy. In the end, they considered the decision-making process a shared task. In this respect, the leaders modeled the 21st century learning goals of communication, creativity, collaboration, and critical thinking for students as well as staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580249 Public School Leadership: A Phenomenological Study of Professionals in Positions of Educational Leadership on How They Enact Change ProQuest LLC Ph.D. Dissertation, Fielding Graduate University 2017-00-00 978-0-3554-2077-7 128 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:10638801 2018 As Provided JAN2020

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Yes Proverbs Family Relationship Foreign Countries Marriage Spouses Islamic Culture Islam Moral Values Turkish Parent Child Relationship Grandparents Yurtbasi, Metin Journal Articles Reports - Research Turkey ISSN-2146-9466 English In Turkey, the family unit is regarded as the cornerstone of a healthy and balanced society. Family relations exhibited in Turkish proverbs deal with several aspects of married life and the persons making part of it. These include the functions of Husband and Wife, Mother, Father, Grandparents, Children, Grandchildren, and even In-laws and their relations with one another. Traditional values on Turkish family life based on Islamic moral standards have been upheld throughout generations by proverbs in this part of the world. While proverbs based on Qur'anic and prophetic teaching provide "advice," "warning," on one side, many mundane proverbs presenting "observations and justifications based on popular wisdom and personal experiences" teach morals in a unique format on the other. In this study, where only a sampling of 100 Turkish family proverbs are selected, such universal clichés as "Marriage is a lottery," "The apple does not fall from its bottom," "Like mother like daughter," and "As the twig is bent, the tree is inclined" have been omitted as they exist in almost all cultures literally, and the unique Anatolian proverbs have been emphasized to give special regional flavor with a familiar tone to all. ED579984 Learning about "Family Relations" in Turkey through Proverbs Online Submission International Journal of New Trends in Arts, Sports & Science Education v4 n4 p31-37 2015 2015-00-00 7 T 2018 17 As Provided JAN2020

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Yes Federal Legislation Risk Student Loan Programs Student Financial Aid Financial Aid Applicants Counseling Online Courses Student Needs Grants At Risk Students First Generation College Students Low Income Groups Loan Repayment Access to Information Delivery Systems Klepfer, Kasey Reports - Research TG (Texas Guaranteed Student Loan Corporation) English Higher Education This report (the first in a series of five) explores congressional efforts to mitigate that risk and encourage informed borrowing by enacting statutes related to student loan counseling. After introducing the relevant contemporary policy context, it examines how federal rules governing student loan counseling evolved over time to embrace online counseling while expanding the list of specifically mandated topics. It also reviews literature relevant to financial counseling to outline the key considerations for effective student loan counseling. Considering the counseling statutes in light of these principles, the report suggests that mandated counseling efforts suffer from overly prescriptive legislation that does not properly account for borrower's needs and circumstances. Three appendices are included. [For the related reports, "From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report," see ED579880; "A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report," see ED579881; "Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report," see ED579872; and "Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report," see ED579879. This report was written with the assistance of Chris Fernandez, Carla Fletcher, and Jeff Webster.] ED579985 Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report TG (Texas Guaranteed Student Loan Corporation) 2015-02-00 30 TG (Texas Guaranteed Student Loan Corporation). PO Box 83100, Round Rock, TX 78683. Tel: 800-252-9743; Tel: 512-219-5700; Web site: http://www.tgslc.org N/A 2018 66 As Provided JAN2020

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No Algebra Mathematics Instruction Gender Differences Grade 9 Mathematics Achievement Student Attitudes Parent Attitudes Teacher Attitudes High School Students Mathematics Tests Scores Correlation Teacher Characteristics Mathematics Teachers Sykes, Curtis Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 9 Dedicated educators strive to ensure the achievement of all their students. Much research has been done to determine which factors may lead to success in the classroom, particularly that of the math classroom. As the study of mathematics is fundamental for many careers, a solid foundation is vital for students. This study examined whether or not there is a correlation between teacher gender and student achievement in the 9th grade Algebra I setting. In a review of existing literature there is a tremendous amount of research looking into many other factors that may influence student achievement. Evidence summarizes differences among student genders, perceptions of students, parents, and teachers; but very little on whether or not teacher gender may play a part in the success of a student in the 9th grade Algebra I classroom. This study focused on a two year time period of Algebra I End of Course exams for 9th grade Algebra I students in a suburban high school setting. There were approximately 1,700 student test scores gathered for the study. The research concluded that the students of female Algebra I teachers outperform the students of the male teachers. This study suggests that male teachers may not provide the same level of care, understanding or nurturing that may be required to help students perform in the Algebra I 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.] ED580250 Educator Gender and Student Achievement in Algebra I ProQuest LLC Ed.D. Dissertation, Missouri Baptist University 2017-00-00 978-0-3553-9367-5 62 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638275 2018 As Provided JAN2020

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No Rural Schools Poverty Elementary School Teachers Elementary School Students Phenomenology Semi Structured Interviews Disadvantaged Mathematics Instruction Literacy Education Teacher Attitudes Administrator Attitudes Underachievement Faculty Development Stereotypes Attitude Change Teaching Methods Social Change Outcomes of Education Achievement Gap Interviews Social Bias Hicks, Angela Dawn Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Elementary Education In a rural elementary school, characterized by high poverty levels in Appalachian Ohio, school personnel were concerned that student literacy and math proficiency levels remained low during 2005-2015 and teachers had not been able to close the achievement gap between economically disadvantaged students and non-economically disadvantaged students despite a focus on literacy and math professional development (PD) provided by the district. Administrators were concerned that teachers' perceptions, and beliefs about students of poverty might contribute to students' underachievement. The purpose of this study was to understand teachers' perceptions of students living in poverty. Guided by Gorski's equity literacy theory, research questions focused on discovering teachers' dispositions of teaching students of poverty, PD experiences and strategies used to teach the target student population. The purposeful sample included 9 elementary teachers at the target site and data were collected through semi-structured interviews. Data analysis consisted of an inductive phenomenological process to identify codes and sub-codes of the interview data to derive themes. Themes supporting the findings indicated perceptions that aligned with Gorski's stereotyped socially identified norms including; education is of low priority, poor people are lazy, poor people abuse drugs or alcohol and poor people are ineffective parents. The findings indicated the development of PD focused on equity literacy to support change in teacher perceptions and the use of equity literacy informed pedagogy. The project will promote social change by increasing teachers' capacity to challenge students educationally, resulting in improved academic outcomes by their students living 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.] ED580251 Understanding Rural Appalachian Ohio Educators' Perceptions of Students of Poverty ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3554-1546-9 175 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:10638813 2018 As Provided JAN2020

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No Athletes College Athletics College Students Parent Child Relationship Anxiety Stress Variables Teamwork Work Ethic Burnout Parent Participation Parent Attitudes Student Attitudes Case Studies Qualitative Research Preferences Coles, Jon Dissertations/Theses - Doctoral Dissertations Michigan EISSN- English Higher Education Enrolling children in youth sport is an American tradition to keep children active while learning life lessons such as teamwork, commitment, and work ethic. However, youth sport is becoming extremely expensive and demanding, resulting in high parental involvement. Research shows over-involved parents cause stress, anxiety, and even burnout. The overall purpose of this study was to gain an understanding of NCAA Division II student athletes' perceptions of their parents' level of involvement and support through childhood. Through the lens of the Family Systems Theory, a qualitative single case study examined 11 Ferris State student athletes' perception of their parents' involvement and their opinion of what they would consider the optimal level of parental involvement. Athletes' preferences of parental involvement should serve as recommendations for parents wanting to support youth participants who would like to complete at the collegiate 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.] ED580252 The Balancing of Parental Support and Pressure in Fostering Collegiate Athletes ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-3938-0 111 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:10638826 2018 As Provided JAN2020

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No Undergraduate Students Technical Institutes Online Courses School Orientation School Holding Power Academic Achievement Academic Persistence Student Participation Comparative Analysis Grades (Scholastic) Enrollment Statistical Significance Gender Differences Statistical Analysis Marshall, Lynda Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Higher Education A challenge faced by higher education is whether online orientation that is offered before the start of class can impact academic performance for online students. The purpose of this quantitative research study was to determine if there are significant differences in retention, academic success, and persistence between first time online students who have participated in an online orientation and those who did not participate and if there was a significant difference in retention, academic success, and persistence by gender of first-time online students. The sample for this study was extracted from archived data originating from 433 first-time online undergraduate students at a 2-year technical college in South Carolina. Student retention was measured by midterm grades, academic success as measured by final course grades, and persistence as measured by enrollment in at least 1 online class in subsequent semester. The results of this study indicated a high level of statistical significance in male and female first-time online students with academic success as well as overall persistence in students who successfully completed online orientation with a grade of 80 or better. Additionally, statistical significance was found in relation to male and female first-time online students and retention. These results can support a shared purpose among educational leaders to transform online education into a collaborative learning environment that promotes growth, competence, and a thriving learning community. The results of this study reinforced awareness and understanding among educational leaders at colleges and universities about online orientation and its impact to online students' 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.] ED580253 Impact of Online Orientation for First-Time Online Students on Retention, Academic Success, and Persistence ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3554-3050-9 120 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:10638829 2018 As Provided JAN2020

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Yes School Districts Expenditures Educational Finance Expenditure per Student Instruction Educational Administration Transportation Educational Facilities Debt (Financial) Trend Analysis Elementary Secondary Education Numerical/Quantitative Data Reports - Research Kansas Kansas Association of School Boards (KASB) English Elementary Secondary Education This report examines the Kansas school district expenditure data provided by the Kansas State Department of Education on (KSDE) through its Comparative Performance & Fiscal System (CPFS--http:// cpfs.ksde.org/), which includes all school district expenditures reported by Fund, Object, and Sub Object from the 1998-99 school year through the 2014-15 school year. Amounts related to funds transferred were excluded, as they do not represent actual expenditures. Also note this report only discusses expenditures and does not include information on budgeted amounts, allocations, or funds awarded. The report includes analysis by total amounts and by per pupil amounts. These per pupil amounts were calculated using the unaudited student FTEs also from KSDE's CPFS online. ED580964 Kansas School Expenditures 1998-99 through 2014-15: Trends and Details. Research Reports Kansas Association of School Boards 2016-05-00 28 Kansas Association of School Boards. 1420 SW Arrowhead Road, Topeka, KS 66604. Tel: 800-432-2471; Tel: 785-273-3600; Fax: 785-273-7580; e-mail: email@kasb.org; Web site: http://www.kasb.org N/A 2018 0 ERIC JAN2020

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Yes Poverty School Size Standardized Tests Academic Achievement Achievement Tests Achievement Gap Special Education Low Income Groups English Language Learners College Readiness Career Readiness Socioeconomic Status Enrollment Statistical Analysis Carter, Ted Reports - Evaluative Kansas Kansas Association of School Boards (KASB) English Schools with higher percentages of students in poverty have lower student assessment results on the 2015-16 Kansas Math and ELA assessments, and larger schools have lower student achievement results than smaller schools. In addition, higher poverty schools are likely to have larger gaps in performance based on special education status and possibly school lunch eligibility when it comes to performing at grade level or above, but can be expected to have smaller gaps in performance based on special education status, lunch eligibility, and ELL program participation when it comes to performing at college/career ready or above. Finally, larger schools are likely to have larger gaps in performance based on lunch eligibility, ELL program participation, and possibly special education stats when it comes to performing at grade level or above, and can be expected to have smaller gaps based on special education status but larger gaps based on lunch status when it comes to performing at college/career ready or above. This report presents the results of a statistical analysis to determine the extent to which a school's enrollment size and the percent of students eligible for free or reduced-price lunch predict student performance on the 2015-16 Kansas State Assessments. School-level assessment data was used to see how the assessment results, consisting of the percent performing "at grade level or above" (levels 2, 3, and 4) and performing at "college or career ready" (levels 3 and 4) for Math and English Language Arts (ELA) for students in the all, free and reduced lunch, self-paid lunch, ELL, Non-ELL, with disabilities, and without disabilities groups could be predicted based on a) the school's total student enrollment, and b) poverty as measured by the percent of students eligible for free or reduced-price lunch. Accountability data was used (rather than report card data), and the analysis focused on the overall school results rather than grade-level-specific results. For the 2015-16 data, there were 1,374 schools included, 118 (8.588%) of which were private schools. Not every school was included in each analysis, as some schools did not have students in one or more of the student subgroups. ED580965 The Impact of Poverty and School Size on the 2015-16 Kansas State Assessment Results Kansas Association of School Boards 2017-03-00 16 Kansas Association of School Boards. 1420 SW Arrowhead Road, Topeka, KS 66604. Tel: 800-432-2471; Tel: 785-273-3600; Fax: 785-273-7580; e-mail: email@kasb.org; Web site: http://www.kasb.org N/A 2018 0 ERIC JAN2020

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No Supervision School Districts Mixed Methods Research Teacher Attitudes Surveys Suburban Schools Elementary School Teachers Clinical Supervision (of Teachers) Independent Study Tenure Watters, Chad M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this mixed methods study is to examine the perceptions of supervision practices in initial contract, tenured, and distinguished-rated teachers at the elementary level in one large, suburban school district. This study described teacher perceptions of clinical and alternative supervision practices. Six research questions guided this study. Data was collected via a survey asking respondents to rate their perception of the important elements of the pre- and post-observation conferences. The survey included open-ended responses that described perceptions of clinical and alternative supervision practices. Interviews were also conducted with distinguished-rated teachers. The data from this study show both clinical and alternative supervision processes can promote the learning and growth of teachers. The knowledge of the principal was found to be a key factor in promoting teacher learning and growth. The findings suggest that teachers feel there is not enough time to collaborate and that principals need to find creative ways to provide teacher-directed, and more autonomous time for collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580736 Perceptions of Supervision Processes and Practices in Initial Contract, Tenured, and Distinguished-Rated Teachers as They Relate to Self-Learning and Growth in One Large Suburban School District ProQuest LLC Ed.D. Dissertation, Delaware Valley University 2017-00-00 978-0-3554-7310-0 180 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:10286519 2018 As Provided JAN2020

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No Educational Technology Community Colleges Technology Integration Barriers Administrator Attitudes Interviews Qualitative Research Lyudmilova, Yelena Dissertations/Theses - Doctoral Dissertations New Jersey EISSN- English Two Year Colleges Through analysis of publicly available websites, in combination with interviews of staff and administrators involved in the management of educational technologies in their designated institutions, this qualitative study was an investigation into how New Jersey community colleges support and implement educational technologies. The management of educational technology is subject to regulation on a variety of levels, including state, institutional, and divisional. Faculty interested in implementing educational technology in their courses have the option of pursuing acquisition of technologies through the institutional system, which at times may be lengthy and restrictive. They can also turn to the educational technology that can be accessed online. This study illuminated the effects of operational restrictions within community colleges, impacting the adoption of collegewide educational 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.] ED580737 Management of Educational Technologies in New Jersey Community Colleges: A Narrative Inquiry ProQuest LLC Ed.D. Dissertation, New Jersey City University 2016-00-00 978-0-3554-6693-5 144 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:10616988 2018 As Provided JAN2020

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No School Counselors Online Courses School Counseling Statistical Analysis Technology Uses in Education Computer Attitudes Positive Attitudes Counseling Techniques Counseling Services Predictor Variables Multiple Regression Analysis Internet Counselor Training Technological Advancement Golden, Sarah Heather Dissertations/Theses - Doctoral Dissertations EISSN- English Owing to advancements in technology, online counseling has become a viable option for counselors to provide counseling services to diverse populations. Despite the expansion of resources, a gap in research exists pertaining to a school counselor's intention to use online counseling. Furthermore, online counseling is an underused tool owing to a variety of unknowns, attitudes, ethical and legal concerns, and lack of training associated with online counseling. The underuse of online counseling becomes problematic because youth, who may be more receptive to support via the Internet, remain underserved if school counselors are not using this tool. The purpose for this quantitative survey study was to examine select predictor variables as explained below and their relationships to the school counselor's intent to use online counseling. This study was framed upon the constructs and extensions of the technology acceptance model, which demonstrates that there are factors that influence an individual's behavior and acceptance of technology. The results of a multiple regression analysis yielded a relationship between the independent variables of age, confidence to use online counseling, educational experience, and school's learning program and the school counselor's intent to use online counseling. Furthermore, key findings suggested a significant relationship between 2 of the 4 variables, the school counselor's confidence to use online counseling, educational experience, and school counselor's intent to use online counseling. These findings are useful for informing training programs for school counselors, thus possibly promoting increased use of the Internet to reach vulnerable youth populations who may be more receptive to counseling via the Internet. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580254 Factors That Influence School Counselors' Intent to Use Online Counseling ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3554-1547-6 193 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:10638835 2018 As Provided JAN2020

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No Positive Behavior Supports Middle Schools Discipline Referral Teacher Attitudes Middle School Teachers Student Behavior Middle School Students Suburban Schools Program Effectiveness Behaviorism Self Determination Mixed Methods Research Nunn, William E. Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools Student behavior stands out among issues that greatly affect students' success and even teacher job satisfaction. Researchers have created Positive Behavior Interventions and Supports (PBIS) as a system of interventions that can help students improve their behavior and become more successful. This study sought to add to the body of knowledge regarding the effectiveness of PBIS, specifically by measuring office discipline referrals of middle school students at one suburban school and also by exploring teachers' perceptions at the school regarding the effect PBIS has had or not had on student behavior. Standing upon the theoretical constructs of Abraham Maslow's hierarchy of human need, B.F. Skinner's behaviorism, and Deci and Ryan's self-determination theory, this sequential mixed-methods study analyzed the rate and type of Office Discipline Referrals (ODRs) for a suburban middle school before and after PBIS implementation, and then explored teachers' perceptions through thematic qualitative analysis. The results of this study provided further validation and evidence for the effectiveness of PBIS to improve student behavior, and the qualitative results yielded more insight into why PBIS is effective for improving student behavior from the viewpoint of staff 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.] ED580255 Effectiveness of School-Wide Positive Behavior Interventions and Supports in a Middle School as Measured by Office Discipline Referrals and Explored in Teacher Perceptions ProQuest LLC Ed.D. Dissertation, Missouri Baptist University 2017-00-00 978-0-3554-1548-3 114 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:10638866 2018 As Provided JAN2020

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No Educational Technology Computer Assisted Instruction Writing Instruction Scores Grade 8 Middle School Students Urban Schools Writing Across the Curriculum Individualized Instruction Technology Integration Test Preparation Standardized Tests Student Attitudes Teacher Attitudes Middle School Teachers Case Studies Qualitative Research Williams-Butler, LaTilya Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 8 The purpose of this study was to investigate the impact standards-based aligned computer-assisted writing instruction had on improving writing scores for eighth-grade students that attend an urban middle school. The researcher wanted to remedy the problem of low writing achievement of eighth-grade students and determine if writing across the curriculum along with differentiated instruction through the integration of technology better prepared students for state level assessments. The data gathering instruments were Standardized Testing, Scholastic Achievement Manager Reading Reports, and open-ended format questions. Three research questions guided this study: (1) What is the impact of computer-assisted instruction and use of technology on improving eighth-grade students' writing in an urban middle school?; (2) What are eighth-grade students' perceptions and experiences with computer-assisted writing? What is the pedagogical significance of computer assisted learning from students' perspective?; and (3) What are eighth-grade teachers' perceptions and experience with computer-assisted writing? What are the challenges and benefits? A qualitative case study approach revealed the need for better integration of technology in order to support student learning. There were similar perceptions on the use of instructional technology pointed out in the participants' responses on the questionnaire. Archived assessment data showed a prevalent need for consistency of computer-assisted instruction and group efforts to write across the curriculum. Student and teacher participants agreed that they felt more operational technology was needed to increase student engagement and academic achievement. The findings can be used to inform stakeholders of effective instructional technology when deciding on computer-based programming designed to increase student writing 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.] ED580256 The Impact of Computer-Assisted Writing on Improving Writing Scores for Urban Eighth-Grade Students ProQuest LLC Ed.D. Dissertation, Nova Southeastern University 2016-00-00 978-0-3553-9069-8 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:10638297 2018 As Provided JAN2020

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No Educational Quality Educational Change Educational Legislation Educational Finance Qualitative Research Interviews Teacher Attitudes Individualized Instruction Educational Needs Case Studies Change Strategies Guidry, Chejuana Dissertations/Theses - Doctoral Dissertations EISSN- English In 1966, the Coleman Report alerted the American people to the unfolding tragedy of a dysfunctional educational system. Seventeen years later, the National Commission on Excellence in Education issued its report titled "A Nation At Risk: The Imperative for Educational Reform," on the declining quality of American schools in general. This report startled the nation with its warning of a rising tide of mediocrity in the schools. More than four decades have passed since the publication of the Coleman Report, and almost three decades since "A Nation at Risk"; schools systems around the country have made countless attempts to improve the overall quality of education pursuing a wide variety of strategies. Families and communities are turning to private schools, charter schools, magnet schools, home schooling, and a series of other attempted remedies. Major national efforts such as the No Child Left Behind legislation spearheaded by President George W. Bush have also been mounted. Hundreds of Billions of dollars have been thrown at the problem, yet in the cumulative, the problems the Coleman Report and "A Nation at Risk" identified have been alleviated. By most measures, the problems have gotten worse. This exploratory qualitative study will employ in depth interviews with a sample of nine school teachers to develop a deeper understanding of systemic factors influencing the accomplishment of schools utilizing a proposed successful model called Study Technology in the attempt to provide another remedy with new strategies to assist differentiated instruction theory in educational reform for a new educational paradigm for the 21st century. The findings will provide information to educators, students, parents, and policymakers who are invested in promoting 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.] ED580257 A Multiple Case Study of Applied Scholastic's Study Technology Program ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-4087-4 117 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:10638878 2018 As Provided JAN2020

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No Comparative Analysis Preservice Teachers Beliefs Mathematics Instruction Problem Solving Foreign Countries Teacher Characteristics Pedagogical Content Knowledge Undergraduate Students Questionnaires Correlation Mixed Methods Research Student Attitudes Multivariate Analysis Arabeyyat, Talal Hashem Dissertations/Theses - Doctoral Dissertations Jordan United States EISSN- English Higher Education There is no doubt that teachers' knowledge and beliefs play a significant role in shaping how students learn mathematics. Nevertheless, research regarding the knowledge and beliefs of preservice teachers, including the cultural dimension, is very limited (Xenofontos & Andrews, 2012). The purpose of this study is to investigate the similarities and differences of preservice teachers' beliefs about mathematical problem solving and their mathematical problem-solving performance, choice of abstract solving methods, and the reality of an answer in Jordan and the U.S. This study also investigates teachers' pedagogical knowledge related to how they interpret and attempt to respond to a student's incorrect solution. Participants in this study include 138 undergraduate students taken mathematics education courses at their last year of study in both countries. Data were collected using two questionnaires: The "Mathematical Problem-Solving Beliefs Scale" developed by Kloosterman and Stage (1992) and the "Real-Life Mathematics Test" adapted from Verschaffel, De Corte, and Borghart (1997). Quantitative analysis methods were used to explore preservice teachers' beliefs about mathematical problem solving and their problem-solving performances. Including the independent samples t-test, factorial MANOVA, and Pearson correlation analysis. Additionally, in order to explore preservice teachers' pedagogical knowledge, qualitative methods were used to analyze preservice teachers' written responses on three questions. Results revealed that preservice teachers in Jordan and the U.S. had similar constructivist beliefs on mathematical problem solving. However, in the U.S., preservice teachers demonstrated better problem-solving performance, higher sense of reality in their answers, and more concept-based responses to the student's incorrect solution. This comparative study provides many implications for teacher educators and future researchers in Jordan and the U.S. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580738 A Comparative Study Examining Preservice Teachers' Beliefs on Mathematical Problem Solving and Their Performances in Solving Real-Life Mathematical Problems in Jordan and the United States ProQuest LLC Ph.D. Dissertation, State University of New York at Buffalo 2017-00-00 978-0-3553-0950-8 135 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:10617004 2018 As Provided JAN2020

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No Trauma Leadership Styles Elementary Schools School Health Services Program Implementation Qualitative Research Case Studies Semi Structured Interviews Principals Administrator Attitudes Teacher Attitudes Employee Attitudes Administrator Role Administrative Principles Educational Practices Gomez-Lee, Vanessa Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education The purpose of this study was to address the formidable effect that complex trauma has on children and their school success. Trauma impacts a significant number of school-age children and that impact compromises many developmental milestones and events, including learning and school success. This study examined one elementary school that has successfully implemented a school-wide trauma-informed approach. The research questions that guided this study were the following: What are the essential components needed to implement a trauma-informed approach? What are the effective leadership practices that contribute to implementing a trauma-informed approach? The research tradition that was used for this study was an intrinsic qualitative case study. The methods that were used were semi-structured interviews with the principal, teachers, and support staff, as well as a walk-through tour. The interviews were digitally recorded and transcribed. Data was analyzed using a coding system that resulted in themes. This case study found the principal to be essential when implementing a trauma-informed approach and identified specific traits and practices that are necessary for leaders to have in a trauma-informed school. Additionally, this study provides a framework of seven components for leaders to consider when implementing a trauma-informed approach. The implications of this study suggest that the role and the actions of the principal are imperative to the success of implementing a trauma-informed approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580739 Leadership Practices That Fosters Trauma Informed Approaches in Schools ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3552-6714-3 194 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:10634253 2018 As Provided JAN2020

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No Internet Access to Information Social Support Groups Life Satisfaction Depression (Psychology) Intention Academic Persistence Correlation Student Surveys Gender Differences College Students Mass Media Use Mass Media Effects Jimenez, Joel R. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Internet usage allows for a level of interaction with individuals from all over the world, to research virtually anything, and to engage in constant exploration to a degree that is not possible within a traditional college setting. To better understand college retention trends, it is important to understand the relationship between Internet usage, perceived social support, life satisfaction, depression, and students desire to continue enrollment in college after their sophomore year. This correlational study took a look at the relationship among Internet usage, social support, life satisfaction, and depression in the second year of college on student's intention to continue enrollment. The study examined how students described these variables along with how student' self-reports were able to predict their willingness to continue enrollment at their current college into their third year. Participants were administered a 32-item survey given towards the end of students Spring semester in their sophomore year. The survey was administered to 180 Early College Initiative alumni enrolled in the City University of New York as sophomores. A one-way analysis of the variance showed that of students desiring to go to college, males were more satisfied than females. Results also showed that males who decided to go to college had higher social supports than females. There was a correlation between Internet usage and students desire to continue enrollment suggesting that as Internet usage rises, a student is less likely to desire to continue enrollment 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.] ED579442 The Influence of Internet Usage, Social Support, Life Satisfaction, and Depression in the Second Year of College on Student's Intention to Continue Enrollment ProQuest LLC Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services 2017-00-00 978-0-3554-0462-3 86 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10679396 2018 As Provided JAN2020

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Yes Friendship Interpersonal Relationship Academic Achievement Social Networks Network Analysis Interpersonal Competence Personality Traits Social Attitudes College Students Interaction Cluster Grouping Foreign Countries Lancieri, Luigi Reports - Research Speeches/Meeting Papers France English Higher Education Several studies point out the link between sociability and academic results. In this paper, we highlight a phenomenon of asymmetry in the perception of friendship. This occurs when a student think he has more or less friends than he really has. We present an experimental method that allows us to analyze this question in relation with the academic performances of 15 groups of students. We show that students having a symmetric view of their friendship relations tend to have the better results. Furthermore, our study shows that the link between sociability and results improvement is stronger for lower grades (i.e younger students). [For the complete proceedings, see ED579395.] ED579443 Asymmetry in the Perception of Friendship in Students Groups International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 European Union (EU) (Belgium) 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 24 As Provided JAN2020

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Yes Charter Schools Standards Institutional Autonomy Quality Control Institutional Evaluation Educational Quality Student Rights Performance Governance Achievement Educational Finance Decision Making Responsibility Performance Based Assessment Compliance (Legal) Intervention Information Dissemination Reports Reports - Descriptive National Association of Charter School Authorizers English Charter school authorizing is a powerful strategy for making excellent public schools and educational opportunities available to all students. Done well, charter authorizing increases student achievement by expanding the supply of quality public schools to satisfy unmet needs--particularly by providing life-changing opportunities for students ill-served by the existing school system. Charter authorizing is complex work, requiring constant balancing of diverse and often competing interests. It is a public responsibility for authorizing institutions, as well as a highly developed profession for the individuals charged with this stewardship role. Quality authorizing requires specialized knowledge, skills, commitment, and adherence to essential professional standards in order to serve students and the public well, and achieve the purposes of state charter laws. Since 2004, the National Association of Charter School Authorizers (NACSA) has established and widely promoted such standards--the first Principles & Standards for Quality Charter School Authorizing and subsequent editions--to provide essential guidance to charter authorizing organizations and their leaders, as well as to policymakers who seek to support quality authorizing. Because charter authorizing is a continually developing profession, these professional standards must likewise continually evolve in conjunction with the growth and complexity of the ever-growing charter school sector. This report derives from NACSA's vast experience, research, and lessons learned from working with authorizers across the nation. Accordingly, NACSA revisits and updates these Principles and Standards regularly to ensure that they address current authorizing challenges and reflect the latest lessons drawn from practice, research, and analysis. This report is intended to serve as a guide to formative development for charter authorizers at all stages and levels of experience. For new or less-experienced authorizers, these "Principles and Standards" offer an essential road map to guide planning and organizational development of strong practices, including the identification of areas where deeper guidance or additional assistance is needed. These "Principles & Standards" are designed primarily for authorizing institutions, and as such, they provide practical guidance to help authorizer staff and authorizer board members carry out their work as a standards-based profession rather than simply a list of tasks. For policymakers, this publication should highlight the complexity and challenges of quality authorizing--and the need for state policy to contemplate and invest adequately in authorizing to achieve a quality charter school sector. ED580966 Principles & Standards for Quality Charter School Authorizing, 2015 Edition National Association of Charter School Authorizers 2015-00-00 Policymakers 28 National Association of Charter School Authorizers. 105 West Adams Street Suite 3500, Chicago, IL 60603. Tel: 312-376-2300; Fax: 312-376-2400; Web site: http://www.qualitycharters.org N/A 2018 0 ERIC JAN2020

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No Undocumented Immigrants Advocacy Teacher Role Teacher Student Relationship Educational Environment Public Policy Law Enforcement Social Attitudes Social Bias Teaching Methods Student Needs Elementary Secondary Education Postsecondary Education Foreign Countries Leadership Responsibility Higher Education Secondary School Teachers Student Adjustment Relevance (Education) Faculty Development Activism Family School Relationship Transformative Learning Culturally Relevant Education Social Justice Self Esteem Federal Legislation Personal Narratives Barriers Minority Group Students Access to Education College Readiness College Applicants Student Financial Aid Mentors College Bound Students Homosexuality Sexual Orientation Sexual Identity Identification (Psychology) Art Activities Music Activities Active Learning Empathy Wong, Shelley, Ed. Gosnell, Elaisa Sánchez, Ed. Luu, Anne Marie Foerster, Ed. Dodson, Lori, Ed. Books Collected Works - General Guides - Non-Classroom South America Mexico Africa Asia Europe United States English Elementary Secondary Education Learn how to engage and advocate for undocumented children and youth with this new resource written by and for teachers. "Teachers as Allies" provides educators with the information and tools they need to involve immigrant students and their American-born siblings and peers in inclusive and transformative classroom experiences. The authors show how immigration policies, ICE enforcement, and societal attitudes affect undocumented students and how teachers and school leaders can recognize these influences on the students' day-to-day lives and learning. Offering teaching strategies that address the needs of DREAMers and undocumented youth as they move through their K-12 and college education, this timely book offers a broad range of curriculum connections and resources. Book Features: (1) Assists educators who work with students from Mexico, Central and South America, the Caribbean, Africa, Asia, Europe, and the Middle East. Provides teachers with information, analysis, and practical approaches to help undocumented students in their classrooms; (2) Supports school leadership in higher education and provides recommendations for secondary school educators for supporting the transition to college; (3) Outlines practical strategies such as using music, drama, student newspapers, letter writing, and social networks to involve students in current issues relevant to their lives; (4) Can be used as a professional development tool to help schools and districts better meet the needs of undocumented students and their families; and (5) List of resources for allies, activists, and advocates of immigrant children and their families can be found at tcpress.com. The following contents are included: Foreword by Aviva Chomsky, Acknowledgments, and Prologue (Hareth Andrade-Ayala and Natalia). Part I: Working with Undocumented Students and Their Families: Understanding the Issues and Strategies: (1) Undocumented Students, Families and Communities in Our Schools: What Every Teacher Should Know (Shelley Wong and Jennifer Crewalk with Rodrigo Velasquez-Soto); (2) Embracing Dilemmas: A Framework for Teachers Working with Immigrant Students and Their Families (Eva K. Thorp, Sylvia Y. Sánchez, and Elaisa Sánchez Gosnell); and (3) Teachers as Allies and Advocates for Students Living in Fear of Raids, Detention, and Deportation (Eva K. Thorp). Part II: Reaching Students from Immigrant Families through Transformative Culturally Responsive Education: (4) Antiracist Practices: Strengthening Students' Sense of Self to Promote Hope and Confidence for Student Success (Sandra Duval); (5) An Examination of the DREAM Act from the Classroom to Capitol Hill: Analyzing the Arguments (Tiffany Mitchell and Brett Burnham with Gaby Pacheco); and (6) First-Person Narratives: Recognizing the Hidden Challenges Faced by STEM DREAMers of Color (Anita Bright and G. Sue Kasun with Dario Lopez). Part III: Acccessing, Surviving, and Thriving: DREAMers Go to College: (7) Getting Ready for College: Navigating Undocumented Status, College Applications, and Financial Aid (Samantha Spinney with Danna Chávez Calvi); (8) Mentoring and Retaining College-Bound DREAMers: Establishing the DREAM Project, A Nonprofit Organization in Virginia Emma Violand-Sánchez and Marie Price; (9) DREAMers in Double Exile: Teachers Can Be Allies to LGBTQ Students (Juan A. Ríos Vega and Sonja Franeta); (10) Using Critical Narratives to Build Relationships with Undocumented Students (Aurora Chang with Nancy Gutierrez). Part IV: Finding, Sharing, and Transforming Identity through Art: DREAMers Perform: (11) Using Music for Deconstructing Immigrant Discourses: A Critical Analytic Approach (Gertrude Tinker Sachs and Theresa Austin); and (12) Interview Theatre: An Active Learning Pedagogy for Developing Empathy and Allies for Immigrants in Our Communities (Susan Harden and Robin Witt). Part V: Becoming an Ally; (13) Teachers as Allies: A Call to Action (Anne Marie Foerster Luu and Lori Dodson with Hareth Andrade-Ayala and María Verónica Cevallos Rodríguez); and (14) Resources for Allies, Activists, and Advocates for Immigrant Children and Their Families (Elaisa Sánchez Gosnell, Janna Mattson, Doug Hernandez, and Maryam Saroughi). An About the Contributors section and an Index is included. ED580967 Teachers as Allies: Transformative Practices for Teaching DREAMers and Undocumented Students Teachers College Press 2017-12-27 978-0-8077-5887-8 Teachers 216 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/teachers-as-allies-9780807758861 2018 ERIC JAN2020

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No Case Studies Kinesthetic Methods Graphs Qualitative Research Algebra Student Experience Classroom Observation Techniques Pretests Posttests Group Activities Discussion Groups Cognitive Style Attitude Measures Participatory Research Action Research Mathematics Instruction Grade 8 Novak, Melissa A. Dissertations/Theses - Doctoral Dissertations EISSN- English Grade 8 The purpose of this qualitative practitioner research study was to describe middle school algebra students' experiences of learning linear functions through kinesthetic movement. Participants were comprised of 8th grade algebra students. Practitioner research was used because I wanted to improve my teaching so students will have more success in learning mathematics. Since this research focused on the mental constructions made by students as they attempted to make sense of mathematics kinesthetically, it is grounded in the philosophical tenants of constructivism (Piaget & Vygotsky), math representation theory, and kinesthetic movement. This study utilized multiple data sources which included pre-and post-teacher-made assessments with state standardized problems, audio and video transcriptions of class, small group activities, individual discussions, learning style inventory, and attitude survey on kinesthetic learning. Data was collected and analyzed through triangulation. The results of this study have important curricular implications for math educators to understand how students can learn through kinesthetic movements. Educators can support their students learning by incorporating movement into their classrooms. Recommendations for future research based on unanticipated findings 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.] ED579225 Case Studies Listening to Students Using Kinesthetic Movement While Learning to Graph Linear Functions ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8465-5 226 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:10645316 2018 As Provided JAN2020

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No Elementary School Students Grade 3 Reading Achievement Reading Tests Achievement Tests Statistical Analysis Correlation Scores Test Results Meetings Student Participation Athletics School Counseling School Psychologists Intervention Student Personnel Services School Social Workers Parent Participation Nutrition Instruction Volunteers After School Programs Peugeot, Megan A. Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Elementary Education Through a Whole Child lens a cross-sectional quantitative research design evaluated the impact of academic and nonacademic support structures on student reading achievement per the third grade Ohio Achievement Assessment (OAA). Two demographically similar public school districts within geographical proximity in Ohio were involved utilizing elementary educator perceptions and historical data. A bivariate correlational analysis explored the relationship of OAA scores and support structures. Strong negative correlations existed between student assistance team meetings and OAA results (-0.75), and student participation in elementary athletics and OAA results (-0.69). A percentage response was calculated for rank order items with higher perception indicated by a lower mean rank. Overall, mean rank ordering indicated guidance counselors most positively impactful (3.24), followed by behavior specialist (3.93), student assistance team (4.36), school social worker (4.44), parent and family involvement (4.8), nutrition program (4.83), volunteers (5.74), before/after school program (5.8), and elementary athletics (7.63). A slope graph demonstrated the relative relationship of support/OAA correlation to elementary educator perception. The correlation of score to support was commensurate to educator ranking for both guidance counselor and parent and family involvement. Student assistance team (SAT) was not strongly correlated with achievement; nevertheless, educators perceived SAT highly impactful. The correlation of volunteers to achievement was depreciated by perception. A strongly positive correlation lacked between elementary athletics and achievement. Educators attributed little regard to elementary athletics. In summary, to attain positive educational change decisions should incorporate academic and nonacademic data through a multifactored approach. Individual student consideration to employ resources internal and external to the district is needed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579226 Impact of Academic and Nonacademic Support Structures on Third Grade Reading Achievement ProQuest LLC Ed.D. Dissertation, The University of Findlay 2017-00-00 978-0-3551-8469-3 180 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:10645322 2018 As Provided JAN2020

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Yes Video Technology Online Courses Blended Learning Recreational Activities Computer Simulation Course Descriptions Course Evaluation Instructional Effectiveness Outcomes of Education Comparative Analysis Technology Uses in Education Computer Assisted Instruction Feedback (Response) Multiple Choice Tests Field Studies College Students Foreign Countries Student Surveys Gänsluckner, Michael Ebner, Martin Kamrat, Isidor Speeches/Meeting Papers Reports - Research Austria English Higher Education In this research study a course, combining both computer-supported and face-to-face teaching using the concept of blended learning, has been designed. It is a beginners climbing course called "Klettern mit 360° Videos" (climbing with 360° videos) and the online part has been implemented as a Massive Open Online Course (MOOC). This research study presents the background of the course, the course concept, the course itself and the results of the evaluation. To measure the difference between the pure online participants and the blended learning participants the MOOC has been evaluated independently from the blended learning course. It should be mentioned that all participants (whether pure online or both) evaluated the course in a positive manner. The use of technology enhanced learning realized by the concept of blended learning proved to be a well-suited method for this course setting. Furthermore, many advantages of computer based learning, blended learning and 360°-videos have been reported by the participants. [For the complete proceedings, see ED579395.] ED579444 360 Degree Videos within a Climbing MOOC International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 10 As Provided JAN2020

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Yes Independent Study Time Management Self Efficacy Learning Strategies Correlation Academic Achievement Student Behavior Reports College Students Questionnaires Yamada, Masanori Oi, Misato Konomi, Shin'ichi Speeches/Meeting Papers Reports - Research Motivated Strategies for Learning Questionnaire English Higher Education This study investigated the relationships between self-regulated learning (SRL) awareness, time-management awareness, learning behaviors (report submission), and learning performance. Psychometric data and learning logs for both in-class and out-of-class activities were collected in the lecture course, and their relationships were analyzed using Pearson's correlation analysis. The results indicated that awareness of self-efficacy, intrinsic value, and cognitive learning strategies use had significant correlations with the frequency of out-of-class activities, submission time of report, and learning performance. Regarding the relationships between SRL awareness and out-of-class activities, usual reading activities as well as additional actions, such as bookmarking, had significant correlations with SRL awareness. [The research is supported by "Research and Development on Fundamental and Utilization Technologies for Social Big Data" (178A03), the Commissioned Research of the National Institute of Information and Communications Technology (NICT), Japan; Grant-in-Aid for Scientific Research (B) No. 16H03080 and the Qdai-jump Research(QR) Program of Kyushu University. For the complete proceedings, see ED579395.] ED579445 Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 17 As Provided JAN2020

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No Emergent Literacy Spanish Speaking Preschool Children Language Impairments Oral Language Cohort Analysis Socioeconomic Status Control Groups Matched Groups Family Literacy Reading Interests Childhood Interests Intervention Reading Skills Skill Development Printed Materials Phonological Awareness Language Acquisition Home Study Foreign Countries Pratt, Amy Susan Dissertations/Theses - Doctoral Dissertations Mexico EISSN- English This dissertation portfolio is comprised of three first-authored pieces of writing that investigate the oral language and emergent literacy development of Spanish-speaking children with specific language impairment (SLI). Each piece features a unique but complementary aim. The first study investigates group differences on a battery of emergent literacy skills between 15 preschool-aged children with SLI in Mexico and a control group of 15 typically developing children matched for age and socio-economic status. The second study explores aspects of the home literacy environment, including parents' explicit teaching of literacy and children's print interest, which may explain some of the variance in children's emergent literacy ability that was observed in the previous study. The third piece of writing is a grant proposal that describes a parent-child book reading intervention seeking to improve children's emergent literacy skills. Collectively, the studies provide a normative reference for the early literacy development of children with SLI in Spanish. Results showed that, as a group, children with SLI performed significantly worse than their peers on tasks of print knowledge and phonological awareness. Although no significant group differences were uncovered on classic home literacy variables, an interaction was observed between children's language ability and their print interest, with implications for print knowledge. Implications for a Spanish language intervention that addresses these findings--both with respect to their emergent literacy skills, as well as their home literacy environment--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.] ED579227 The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment ProQuest LLC Ph.D. Dissertation, The Ohio State University 2017-00-00 978-0-3551-8472-3 111 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:10645325 2018 As Provided JAN2020

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No Preschool Children Environmental Education Phenomenology Ecology Constructivism (Learning) Ethics Reflection Hermeneutics Observation Video Technology Audio Equipment Freehand Drawing Photography Active Learning Caring Empathy Porto, Adonia F. Dissertations/Theses - Doctoral Dissertations EISSN- English This research investigated young children's experiences of a natural wetland environment as they constructed meanings of nature in a group. This work was framed theoretically on the premise of social constructivism and ethical listening in efforts to phenomenologically understand how children came to know nature through pre-reflective and reflective experience. The phenomenological double hermeneutic method supported a data collection of 2400 minutes of video, 110 minutes of audio recording, 120 pages of handwritten notes, 56 drawings as reflections, and 88 photographs. Phenomenological writing, including anecdotes and punctum, led to the culmination of "Our Five Phenomena of Nature." The five phenomena we discovered were "Nature Hides us from Evil," "Nature is Unpredictable and Surprising," "Nature can be Dead and Alive," "Nature Likes Children" and "We're All Nature." Each phenomenon activated learning, for 16 children and 2 adults, and fostered an ongoing relationship with(in) nature and an understanding of be(in)nature, that we can be in nature outdoors or that as humans, we are nature. Nature's unpredictability forces us to be in conditions of being and becoming and an openness to what curriculum becomes with children. Children led their own inquiries to discover the known and unknown, leading to group understanding. Over time, the children discovered that, like them, nature needs care and compassion. Teaching and research implications are discussed as "Learning with(in) Nature," "We Care to (Re)know Nature," "Knowing Nature Differently" and "Making Sense of Nature" to provide possibilities for how other children and teachers might (re)know nature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579228 Constructing Nature with Children: A Phenomenological Study of Preschoolers' Experiences With(in) A Natural Environment ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8471-6 236 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:10645324 2018 As Provided JAN2020

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Yes Mathematics Education Arithmetic Kindergarten Computer Assisted Instruction Computer Software Evaluation Low Income Students Mathematics Instruction Pretests Posttests Numeracy Scores Achievement Tests Vocabulary Hierarchical Linear Modeling Statistical Analysis Number Concepts Mathematics Skills Mathematics Activities Likert Scales Foster, Matthew E. Anthony, Jason L. Clements, Doug H. Sarama, Julie Williams, Jeffrey M. Journal Articles Reports - Research Texas Expressive One Word Picture Vocabulary Test Texas Essential Knowledge and Skills Woodcock Johnson Tests of Achievement EISSN- English Kindergarten This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds. [This paper was published in "Journal for Research in Mathematics Education" (EJ1100307).] ED580968 Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction Grantee Submission Journal for Research in Mathematics Education v47 n3 p206-232 2016 2016-00-00 Institute of Education Sciences (ED) 27 T 2018 76 As Provided JAN2020 Yes R305A080196 R324B110007

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No STEM Education Engineering Elementary Education Curriculum Development Vignettes Case Studies Video Technology Educational Research Evaluation Student Diversity Elementary School Curriculum Educational Resources Cunningham, Christine M. Books Guides - Classroom - Teacher English Elementary Education Bolstered by new standards and new initiatives to promote STEM education, engineering is making its way into the school curriculum. This comprehensive introduction will help elementary educators integrate engineering into their classroom, school, or district in age-appropriate, inclusive, and engaging ways. Building on the work of a Museum of Science team that has spent 15 years developing elementary engineering curricula, this book outlines how engineering can be integrated into a broader STEM curriculum, details its pedagogical benefits to students, and includes classroom examples to help educators tailor instruction to engage diverse students. Featuring vignettes, case studies, videos, research results, and assessments, this resource will help readers visualize high-quality elementary engineering and understand the theoretical principles in context. This book: (1) includes frameworks to help teachers create curricula and structure activities; (2) provides a focus on engaging the diversity of learners in today's classrooms; (3) includes experiences from the nation's leading elementary education curriculum that has reached 13.3 million children and 165,000 educators; and (4) offers an accompanying web site, eie.org/book, with videos, assessment tools, reproducibles, and other instructional supports that enliven the text. [Foreword by Richard A. Duschl.] ED580969 Engineering in Elementary STEM Education: Curriculum Design, Instruction, Learning, and Assessment Teachers College Press 2018-02-16 978-0-8077-5878-6 Teachers 176 Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com N/A https://www.tcpress.com/engineering-in-elementary-stem-education-9780807758779?page_id=128 2018 As Provided JAN2020

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Yes Federal Programs Federal Aid Federal Legislation Educational Legislation Educational Finance Awards Eligibility Early Childhood Education Financial Support Scoring Rubrics Program Administration Public Agencies Grants State Programs Legal/Legislative/Regulatory Materials Race to the Top National Archives and Records Administration Department of Education (ED) US Department of Health and Human Services English Early Childhood Education This Race to the Top--Early Learning Challenge Notice invites applications for new awards for fiscal year (FY) 2011 (Catalog of Federal Domestic Assistance (CFDA) Number: 84.412). To assist States in preparing the application and to respond to questions, the Department of Education (ED) and the Department of Health and Human Services (HHS) (collectively, the Departments) intend to host a Webinar with potential applicants on September 1, 2011, to review the requirements, selection criteria, and priorities for this competition. The Departments also plan to host a Technical Assistance Planning Workshop for potential applicants on September 13, 2011, in Washington, DC. Registration information and additional details for the September 1, 2011, Webinar; the September 13, 2011, workshop; and any other technical assistance events are on the Race to the Top-Early Learning (RTT-ELC) Web site. The full text of the announcement including funding opportunities description, award information, eligibility information, application and submission information, application review information, award administration information, and agency contact are included herein. Information on evidence and performance measures, scoring rubrics, participating state agency memorandum of understanding is also included. ED579986 Applications for New Awards; Race to the Top--Early Learning Challenge; Notice. Federal Register, Part III. Department of Education, Department of Health and Human Services National Archives and Records Administration Federal Register v76 n166 p53564-53594 Aug 26 2011 2011-08-26 32 National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. Tel: 866-272-6272; Web site: http://www.archives.gov N/A 2018 0 ERIC JAN2020 ED577788

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No Japanese Second Language Learning Second Language Instruction Pragmatics Oral Language Language Tests Communicative Competence (Languages) Work Environment Business Communication Humor Interpersonal Competence Foreign Students Interviews Educational Technology Teaching Methods Interpersonal Communication Cooperative Learning Story Telling Study Abroad College Housing Language Usage Beginning Teachers Language Teachers Native Language Familiarity Greer, Tim, Ed. Ishida, Midori, Ed. Tateyama, Yumiko, Ed. Books Collected Works - General University of Hawai'i at Manoa, National Foreign Language Resource Center English Higher Education In the research literature on interactional competence in talk among second language speakers and their coparticipants, this volume of "Pragmatics & Interaction" is the first to focus on interaction in Japanese. The chapters examine the use and development of interactional practices in a wide range of social settings, from everyday talk among friends to service encounters, workplace interaction, and a "rakugo" performance to various activities in Japanese language classrooms and oral language assessment. Conducted from the shared perspective of conversation analysis, the studies show in detail how the activities are accomplished through the generic methods of interactional organization, multimodal practices, and the specific linguistic resources of Japanese. This book contains the following chapters: (1) Interactional Competence in Japanese as an Additional Language: An Overview (Tim Greer, Midori Ishida, and Yumiko Tateyama); (2) "My Japanese Isn't That Good": Self-Deprecation, Preference Organization, and Interactional Competence (Alfred Rue Burch); (3) Learning Technical Terms in Workplace Interaction (Stephen J. Moody); (4) She Who Laughs First: Audience Laughter and Interactional Competence at a Rakugo Performance for Foreign Students (Cade Bushnell); (5) Co-Construction of an L2 Speaker's Interactional Competence: Recipient Responses in an Interview Activity (Mari Yamamoto and Tomoharu Yanagimachi); (6) Multimodal Interactional Competence in the Use of Technology in L2 Japanese Classrooms (Keiko Ikeda and Don Bysouth); (7) Collaborative Orientation to the "Search for What-to-Say" in Pair Work Interactions (Atsushi Hasegawa); (8) Assessing Interactional Competence: Storytelling in the Japanese Oral Proficiency Interview (Waka Tominaga); (9) Developing Recipient Competence during Study Abroad (Midori Ishida); (10) Becoming a Conversationalist at the Dinner Table: Topic Management Practices by a JFL Student Living in Foreign Language Housing (Junko Mori and Yumiko Matsunaga); (11) "Daijoobu desu ka?": Use of Formulaic Expressions by One Novice L2 Japanese Teacher (Yumiko Tateyama); and (12) L1 Speaker Turn Design and Emergent Familiarity in Opening Sequences of Second Language Japanese Interaction (Tim Greer). ED579987 Interactional Competence in Japanese as an Additional Language. Pragmatics & Interaction. Volume 4 National Foreign Language Resource Center at University of Hawaii 2017-00-00 Department of Education (ED) 978-1-64007-188-9 450 National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822-2322. Tel: 808-956-9851; Fax: 808-956-5983; e-mail: nflrc@hawaii.edu; Web site: http://www.nflrc.hawaii.edu T http://www.nflrc.hawaii.edu/publications/view/PI04/ 2018 680 ERIC JAN2020 P229A140014

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Yes College Students Student Attitudes Preferences Printed Materials Books Electronic Publishing Student Surveys Textbooks Demography Gender Differences Age Differences Handheld Devices Time on Task Swanson, Joan Ann Renes, Susan L. Strange, Anthony T. Speeches/Meeting Papers Reports - Research English Higher Education Participants in this study (N = 1,986) were college students from four different regions of the United States: northeastern, southeastern, southwestern, and northwestern. Using survey methodology, participants indicated technology preferences and frequency of use as well as demographic information. Findings reveal a strong preference for print text; however frequency in digital use for contextualized purposes. Educational implications include professional development for educators to further understand these nuances and utilize tools and technology which most fit course and students' differentiated needs. [For the complete proceedings, see ED579395.] ED579446 I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 38 As Provided JAN2020

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Yes Foreign Countries College Students Psychology Blended Learning Online Courses Student Attitudes Student Surveys Learner Engagement Course Evaluation Active Learning Outcomes of Education Student Improvement Isaias, Pedro McKimmie, Blake Bakharia, Aneesha Zornig, John Morris, Anna Speeches/Meeting Papers Reports - Research Australia English Higher Education The flipped classroom's pervasiveness in different educational contexts derives from the growing need to focus on student-centered and active learning approaches. The fact that the flipped classroom allocates the lecture delivery to the outside of the classroom endows teachers with the possibility of using the in-class time to develop active learning tasks. At the same time, since students gain insight of the learning material prior to attending the class, they are more prepared to actively engage with the resources and their peers inside the classroom. This paper presents a project developed by the School of Psychology from the University of Queensland in Australia that consisted in flipping a course, PSYC1030, and creating a series of four MOOCs. The students' evaluation of the experience was measured via a survey and showed that, in general, they found the outcomes to be positive, namely at the level of the assessment, collaboration, interaction and their understanding of the material. [For the complete proceedings, see ED579395.] ED579447 How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-00-00 10 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 27 As Provided JAN2020

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Yes Kindergarten Young Children Numeracy Numbers Standardized Tests Symbols (Mathematics) Mathematics Tests Mathematics Achievement Predictor Variables Semantics Foreign Countries Intelligence Tests Statistical Analysis Regression (Statistics) Fanari, Rachele Meloni, Carla Massidda, Davide Speeches/Meeting Papers Reports - Research Italy Raven Progressive Matrices English Kindergarten This work aims to evaluate the relationship between early numerical competence in kindergarteners and their numerical representations as measured by the number line task (NLT). Thirty-four 5-year-old children participated in the study. Children's early performance on symbolic and non-symbolic numerical tasks was considered to determine which was a better predictor of NLT performance. Children completed an early number competence standardized test comprising symbolic semantic tasks (Arabic digit comparison and Arabic digit linear order), lexical tasks (numbers recognition and numbers reading), and non-symbolic semantic tasks (dots comparison and picture linear order), and the NLT 0-100. The relationship between early number competence (both symbolic and non-symbolic) and performance on the NLT was analyzed using a regression model in which the predictors were identified through a forward selection based on the use of the index BIC (Bayesian Information Criterion). Results show that symbolic number knowledge tasks (Arabic linear digits order and Arabic digits comparison) are the best predictors of performance on the NLT. This suggests that knowledge of the semantics of Arabic digits is more important than non-symbolic quantity knowledge in predicting number line task accuracy among young children. This finding brings additional evidence to the debate on the relationship between non-symbolic numeral knowledge and symbolic number processing. [This study was supported by Cagliari University (Italy). For the complete proceedings, see ED579395.] ED579448 Early Numerical Competence and Number Line Task Performance in Kindergarteners International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 34 As Provided JAN2020

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No Graduate Students Hidden Curriculum Doctoral Programs Academic Achievement Semi Structured Interviews Data Analysis Case Studies Student Satisfaction Qualitative Research Foot, Rachel Elizabeth Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The purpose of this qualitative, naturalistic study was to explore the ways in which hidden curriculum might influence doctoral student success. Two questions guided the study: (a) How do doctoral students experience the hidden curriculum? (b) What forms of hidden curricula can be identified in a PhD program? Data were collected from twelve doctoral students within a single program at one university. Participants took part in three sets of semi-structured interviews and data were analyzed using a cross-case analysis. Findings suggest that doctoral students experience mixed messages related to the values and norms of the program when the intended, explicit curriculum is contradicted by a hidden curriculum. The hidden curriculum is communicated through and related to the structure and organization of the program, the social structures inherent in the program, and the identities students are encouraged to value. The hidden curriculum is interpreted through each student's unique self-lens. These findings suggest doctoral programs should examine their curriculum with a focus on contradictory cultural messages from the perspectives of past and present students. Only when administrators, faculty, and students examine the hidden curriculum together and reflect on their part in (re)producing that hidden curriculum can we remove the invisibility cloak from doctoral education and improve doctoral student satisfaction and 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.] ED579229 "It's Not Always What It Seems": Exploring the Hidden Curriculum within a Doctoral Program ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8603-1 315 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10645484 2018 As Provided JAN2020

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No Elementary School Students Grade 1 Reading Difficulties Reading Achievement Oral Reading Accuracy Beginning Reading Reading Instruction Difficulty Level Reading Improvement Error Correction Self Evaluation (Individuals) Multiple Regression Analysis Hierarchical Linear Modeling Correlation Predictor Variables Reading Tests Scores Kelly, Robert H. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education Despite almost a century of research, there is little consensus among researchers and educators about the role of oral reading accuracy in beginning reading progress of struggling readers. Should, for example, students be given easy books to read with high levels of accuracy to promote early reading development or does reading hard texts with lower levels of accuracy better propel reading progress? The purpose of this study was to examine, within the context of first grade students (N = 140) receiving one-to-one reading tutoring, the role of oral reading accuracy in reading progress of young struggling readers, ranges of accuracy associated with higher reading progress, and the additive contribution, if any, of self-correction. I used descriptive statistics, multiple regression analysis, and HLM to examine the relationship between oral reading accuracy and early reading progress of first graders having difficulty learning to read. Results indicated that percentage of oral reading accuracy positively and moderately predicted struggling readers' adjusted OSELA and SORT-R3 Exit scores. Oral reading accuracy also was positively associated with book level growth; students who read with an average of 95% oral reading accuracy made about twice the growth in book level over a 20-week period than students with an average of 85% oral reading accuracy. A more detailed analysis of ORA ranges revealed that students who read consistently with above 90% ORA made higher gains adjusted OSELA and SORT-R3 Exit scores and made higher growth in book level than students who read with below 90% ORA. Specifically, an average of 95% oral reading accuracy predicted the highest outcomes for young struggling readers and an average of 83% oral reading accuracy or below strongly and negatively predicted outcomes. In terms of self-correction, only the number of self-corrections predicted reading progress above oral reading accuracy on adjusted OSELA Exit scores; however, the contribution was refuted by post hoc analyses. No other self-correction variable significantly predicted adjusted OSELA Exit scores. Additionally, no self-correction variable predicted growth above oral reading accuracy on adjusted SORT-R3 Exit scores, and no self-correction variable accounted for growth in book level. One implication of this study highlights the need to revisit current theories of beginning reading, particularly those involving self-correction behavior. Additional implications include consideration for the oral reading accuracy criteria used in the instruction and assessment of young struggling readers, and the press for more sound methodological tools for researching oral reading accuracy and self-correction. This study is limited by the generalizability of the findings to other student populations, the methodological confounds of oral reading accuracy and self-correction, and alternative interpretations of students' reading growth. Suggestions for future research include an experimental study of oral reading accuracy, replication of findings with various student populations and contexts, and consistency in variables and text selection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579230 Investigating the Role of Accuracy and Self-Correction in the Progress of Struggling First-Grade Readers Participating in a Literacy Intervention ProQuest LLC Ph.D. Dissertation, The Ohio State University 2017-00-00 978-0-3551-8624-6 248 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:10645515 2018 As Provided JAN2020

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No Foreign Countries Continuing Education Adult Education Public Policy Skill Development Vocational Education Equal Education Educational Opportunities Educational Supply Inclusion Social Capital Workplace Learning Achievement Gap Institutional Role Educational Innovation Educational Administration Governance Relevance (Education) Educational Needs Investment Accountability Federighi, Paolo Books Reports - Research Europe European Commission, Directorate-General for Research and Innovation English Adult Education Adult and continuing education has the dual function of contributing to employability and economic growth, on the one hand, and responding to broader societal challenges, in particular promoting social cohesion, on the other. Companies and families support important investments that have, to date, ensured important growth in both skills and the ability of the European population to innovate. Thanks to this commitment, Europe today has a wealth of organisations specialising in adult and continuing education. The sector has grown in importance, both as an increasingly significant player in the economy and in view of its capacity to respond to the demand for learning by the knowledge economy. As this book shows, adult and continuing education has a critical role to play in ensuring Europe copes with the phenomenon of education exclusion, which, repeated year after year, generation after generation, undermines social cohesion and the growth of employment. Public policies must respond to two strategic challenges: to encourage the propensity to invest in adult and continuing education and to guarantee the reduction of educational exclusion. The conclusions of the research projects reviewed in this publication propose a number of policy priorities to support adult and continuing education and to harvest the potential of existing scientific production. This paper surveys these conclusions and guides policy-makers in developing policy interventions which both support the growth of adult and continuing education and exploit the wealth of research and research tools available. ED580970 Adult and Continuing Education in Europe: Using Public Policy to Secure a Growth in Skills (EUR 25943) European Union 2013-09-13 978-92-79-29623-9 112 European Union. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/ N/A http://dx.doi.org/10.2777/98975 2018 81 ERIC JAN2020

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Yes Public Education Educational Change Public Schools Data Collection Educational Policy Educational Practices Student Attrition Student Needs At Risk Students Family Involvement Community Schools State Legislation Leadership Educational Equity (Finance) Accountability Student Evaluation Access to Education Elementary Secondary Education Higher Education English Language Learners Goodman, Christie L., Ed. Collected Works - Serial Texas Louisiana Georgia Arkansas Mississippi ISSN-1069-5672 Intercultural Development Research Association English Elementary Secondary Education Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on the Promise of Public Schooling and includes: (1) America Does Not Have to Stay Stuck at Losing One in Four High Schoolers (María "Cuca" Robledo Montece); (2) Families Transforming Public Schools--Gathering Data, Informing Policy and Practice (Aurelio M. Montemayor); and (3) IDRA Priority Policy Issues for Texas for 2017. (Individual articles contain resources.) ED580971 IDRA Newsletter. Volume 44, No. 1 Intercultural Development Research Association 2017-02-00 Department of Education (ED) 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2018 ERIC JAN2020

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Yes Student Diversity Grades (Scholastic) College Bound Students Inclusion Access to Education At Risk Students State Legislation Equal Education Educational Policy Higher Education College Readiness Minority Group Students Immigrants Student Needs Alignment (Education) Elementary Secondary Education Violence School Safety Muslims Social Bias Barriers Intervention Student Rights Public Schools Goodman, Christie L., Ed. Collected Works - Serial Texas ISSN-1069-5672 Intercultural Development Research Association English Secondary Education Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on college bound students and includes: (1) Since When are Good Grades and Diversity a Bad Thing? Recommendations and the Texas Top Ten Percent Plan (David Hinojosa); (2) Strategies for Creating College Readiness for Students of Color and Immigrant Students (DeShawn Preston and Amanda E. Assalone); (3) Relational Youth Violence--Protecting Muslim Youth in School (Sofia Bahena); and (4) Immigrant Students' Rights to Attend Public Schools: Alert for Registering Students for School. ED580972 IDRA Newsletter. Volume 44, No. 2 Intercultural Development Research Association 2017-02-00 Department of Education (ED) 8 Intercultural Development Research Association. 5835 Callaghan Road Suite 350, San Antonio, TX 78228-1190. Tel: 210-444-1710; Fax: 210-444-1714; Web site: http://www.idra.org N/A 2018 ERIC JAN2020

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No Leadership Role School Culture Teacher Collaboration Academic Achievement Professional Isolation Faculty Development Communities of Practice Team Teaching Coaching (Performance) Teacher Orientation Teacher Effectiveness Instructional Leadership Case Studies Elementary School Teachers Ashley, John Andrew Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education A substantial amount of research shows that teacher collaboration and a collaborative school culture can significantly increase student achievement. However, long-standing norms of teacher isolation create a significant barrier to this endeavor. The increased popularity of Professional Learning Communities has helped education move away from these norms of isolation. However, studies show that isolation is still very prevalent in the United States. School leaders need to put structures in place to combat teacher isolation. In addition to PLCs, structures, such as peer coaching, team teaching, teacher induction programs, and ongoing, job-embedded professional development, can help to promote a collaborative work culture and improve teaching and learning. However, just putting structures in place will not create a collaborative culture. School leaders need to develop this culture. This research is a case study of an award-winning elementary school with a strong collaborative culture. The results of this research show that school leaders can put systems in place and develop a collaborative culture that can significantly influence student achievement. The efforts of this school leader can be a blueprint for other schools that wish to move teachers away from isolation and toward a more collaborative culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579988 The Leader's Role in Developing and Sustaining a School Culture Supportive of Teacher Collaboration ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3552-2980-6 157 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:10623852 2018 As Provided JAN2020

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Yes English (Second Language) Second Language Learning Critical Thinking Teaching Methods Qualitative Research Student Attitudes Interviews Listening Comprehension College Students Foreign Countries Intervention Classification Case Studies Oral Language Educational Technology Multimedia Materials Chandrasoma, Ranamukalage Ananda, Lalith Reports - Research Tests/Questionnaires South Korea EISSN- English Higher Education In the past three decades or so, the conceptual rigour of intertextuality has exercised enormous influence on pedagogical practices. In this context, intertextuality can also be used as a means of harnessing students' critical stances that are crucial for teaching language skills. Based on eight qualitative student interviews at a university in South Korea, this article introduces a case study in which EFL students develop their critical thinking by responding to an interactive (oral/visual) text in a listening comprehension/speaking class. Critical thinking is a specific learning outcome of this EFL program. A typology of intertextuality has also been introduced here to illustrate how various intertextual links can stimulate students' critical observation. The theoretical framework of this research is informed by the concept of intertextuality which prescribes that texts are populated with other texts, and that they have textual as well as contextual links with each other. As the findings of this empirical investigation demonstrate, Discourse emerging from intertextual resources could be utilized as a textual space where, with appropriate pedagogical intervention, students have immense opportunities for developing critical stances. (This article was submitted to "Critical Inquiry in Language Studies.") ED579989 Intertextualizing Interactive Texts for Critical Thinking: A South Korean EFL Experience Online Submission 2017-08-00 36 N/A 2018 51 As Provided JAN2020

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Yes Feedback (Response) Value Judgment Evaluation Methods Grade 8 Middle School Students Computer Assisted Testing Criticism Performance Learning Strategies Correlation Video Games Positive Reinforcement Decision Making Student Attitudes Science Instruction Regression (Statistics) Visual Aids Design Cutumisu, Maria Speeches/Meeting Papers Reports - Research California English Grade 8 This paper examines the impact of the informational value of feedback choices on students' performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six Grade 8 students from a middle school in California via Posterlet, a computer-based assessment. Results show that critical uninformative feedback is associated with performance, critical informative feedback is associated with students' learning strategies (i.e., willingness to revise and feedback dwell time), while confirmatory informative feedback is negatively associated with performance and learning strategies. This research has implications for designing the informational content of feedback messages to support student performance on an open-ended design task. [For the complete proceedings, see ED579395.] ED579449 Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 15 As Provided JAN2020

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Yes Educational Games Educational Practices Educational Technology Electronic Libraries Information Management Network Analysis Social Networks Educational Resources Behavioral Objectives Usability Predictor Variables Technological Literacy Masters Programs Barany, Amanda Shah, Mamta Foster, Aroutis Speeches/Meeting Papers Reports - Research English Higher Education Game-based learning researchers have emphasized the importance of teachers' game literacy and knowledge of pedagogical approaches involved in successfully adopting an instructional approach (Bell and Gresalfi, 2017). In this paper, we describe findings from an online resource that teachers used to generate a repository of games for use both during their involvement in a Masters in Learning Technologies program and after the completion of the program. We argue that such a repository providing information on games in terms of their technology, pedagogy, and content may prove useful for teachers searching for games to align with their area of practice. This paper presents a descriptive analysis of a sample of 82 posts posted from September 2010-November 2016 to demonstrate participants' emerging proficiency in assessing games for their technological, pedagogical, and content-related affordances and constraints (as supported by the Game Network Analysis (GaNA) framework) (Shah & Foster, 2015). The paper also presents a case example to illustrate a forum user's developing game literacy and the community and contextual factors that influence post content. We conclude with implications for future research. [For the complete proceedings, see ED579395.] ED579450 Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 9 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 16 As Provided JAN2020

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No Language Attitudes Discourse Analysis English (Second Language) Second Language Learning Second Language Instruction Foreign Students Self Concept Teaching Methods Power Structure Cultural Differences Ethnography Participant Observation Interviews Disadvantaged Models Disproportionate Representation Asians Native Speakers Standard Spoken Usage Metalinguistics Educational Policy Humor Code Switching (Language) Teaching Assistants Graduate Students Intercultural Communication North American English Educational Change Kim, Jung Sook Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Diversity is valued and promoted in contemporary public discourse, but on the other hand, there is a strong tendency to homogenize differences in society. The tension between diversity and homogeneity is palpable on U.S. college campuses as the number of international students has been ever-increasing. A more nuanced approach is needed to grapple with the dynamics of intercultural contact entailing cultural and linguistic diversity. This dissertation investigates the discourses, ideologies, and identity negotiation experiences of international teaching assistants (ITAs) as they engage in hegemonic diversity discourses and pedagogical practices enacted within the space of a U.S. university second language classroom. Informed by critical discourse studies, this research examines what language ideologies are embedded in ESL class designed for ITAs. With a focus on power relations, this study critically investigates how the language ideologies are practiced and influence the ITAs' identities. This study intends to contribute to promoting changes in pedagogical practices of diversity in culturally and linguistically diverse contexts. The data were collected through ethnographic research methods including participant observation, field notes, interviews, and artifacts/documents. Fairclough's (1992; 1995; 2003) three-tiered framework of discourse analysis was employed to analyze the linkages of the local, institutional and societal levels of discourse as regards language ideologies and identities. The findings revealed that the discourses of difference as problem were being (re)produced with ideological significance through the process of recontextualization. Intertextual chains of discourses were being made to legitimize the dominant discourses through a language policy and implementation at the institutional level. The dominant discourses were being embodied in the ESL classroom grounded in a deficit model of language learning, regimenting language use and interactions within the space. The ITAs' cultural and linguistic differences were represented as deficit or problem through the Othering strategies of identification and categorization. Asian students were overrepresented in the ESL program, implying that the institutional label "international student" was a euphemism for Oriental indexing the culturally and linguistically distant Others. The findings suggested that the underlying language ideologies of the diversity discourses were monolingualism, native-speaker superiority, and language standardization. Those monoglossic ideologies were undergirded by the social ideology of Otherness. With difference conceptualized as a deviation from norms, the language ideologies were practiced to homogenize or remedy the cultural and linguistic diversity. Under the restrictive ideologies, deliberate discursive choices such as joke, disclaimer, code-switching, hypothetical speech, and ventriloquizing, were made from the ITAs' agency in revealing the hidden ideologies and negotiating their identities in response to the dominant discourses. The students' metalinguistic awareness of their language and identities defied being represented simply as an ESL learner or international student with cultural and linguistic deficiency. The students' criticality was substantive evidence of the contradictory diversity discourses. This study has implications for researchers studying discourse, power, and identity through a critical lens, and for educators and policy makers developing language education practices that value cultural and linguistic diversity and critical language awareness in the context of equity and 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.] ED579231 Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom ProQuest LLC Ph.D. Dissertation, The Ohio State University 2017-00-00 978-0-3551-8625-3 296 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:10645516 2018 As Provided JAN2020

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No First Generation College Students Optometry Academic Achievement Grade Point Average Comparative Analysis Admission (School) College Entrance Examinations Sex Ethnicity Scores Student Surveys Correlation Joyce, Sharon T. Dissertations/Theses - Doctoral Dissertations California (Berkeley) EISSN- English Higher Education What happens when former first-generation college (FGC) students successfully graduate from college and then aim for post-undergraduate education? The purpose of this dissertation is to compare differences between FGC students and non-FGC admissions profiles regarding end-of-first-year performance at UC Berkeley's School of Optometry. The aims of this research project were to a) compare academic performance of FGC and non-FGC students based on GPAs from the end of their first professional school year, and b) examine the relationships among gender, ethnicity, participation in pre-optometry preparatory programs, undergraduate GPA, undergraduate institutional selectivity, Optometry Admissions Test (OAT) scores, and end-of-year GPAs within these two populations. In 2011, all current students at UC Berkeley's School of Optometry were asked to participate in this research study; surveys from 233 students were collected. A P-value of <0.05 was considered significant for all statistical tests. Comparison of Optometry Degree (OD) GPA as an overall academic performance of optometry academics showed no statistical difference between FGC and non-FGC students (p = 0.37). Also, comparison of underrepresented status noted no significant difference between FGC and non- FGC students (p = 0.20). Self-reported ethnicity (p = 0.04), Carnegie Classification Tier (p = 0.001) and attendance at Opto-Camp, a preparatory program offered prior to entering the OD program (p = 0.04), were all significant and associated with a lower OD GPA. Finally, the correlation of Undergraduate GPA and Optometry Admissions Test (OAT) AA Score with OD GPA was examined; undergraduate GPA had a significant positive correlation (r = 0.33) with OD GPA (p = 0.0001). OAT AA Score also had a significant positive correlation (r = 0.38) with OD GPA (p = 0.0001). While this study is encouraging that FGC students performed just as well as non- FGC students, future study on Berkeley Optometry students must consider the program's distinct demographics. There is a lack of scholarship pertaining to FGC students who have made it into post-undergraduate studies, often investigating deficiencies in their preparation and look for "traditional" measures of success. Future studies should include metrics that measure factors like resilience as a predictor of persistence, and characteristics like empathy, which is necessary for those who aspire to be in the health 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.] ED579232 Success of First-Generation College Students in a Selective Doctor of Optometry Program ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9098-4 66 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10645844 2018 As Provided JAN2020

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Yes Numeracy Mathematics Instruction Kindergarten Preschool Children Young Children Cooperative Learning Individual Instruction Comparative Analysis Pretests Posttests Instructional Effectiveness Foreign Countries Experimental Groups Control Groups Meloni, Carla Fanari, Rachele Bertucci, Andrea Berretti, Sara Speeches/Meeting Papers Reports - Research Italy English Kindergarten The aim of this work was to evaluate the effectiveness of a supplemental early numeracy skills training program for typically developing middle-income pre-school and kindergarten children (age 4-5) enrolled in a standard educational program. Three conditions were compared: cooperative learning training; individual learning training; and no training (control group). Results showed that the scores of all groups increased significantly between pre-test and post-test, but no significant differences were found between the children exposed to additional training and the control group. This finding suggests that an intervention may not be more effective than good standard schooling with such young children, and that there is a need for further investigation in this area. In a follow-up analysis, the hypothesis that the effectiveness of an early math intervention is more apparent in low-ability children was tested. For children with low early math ability, performance in terms of early numerical competence before and after the intervention was compared to a control group of equally low early math ability kindergarteners. Results showed a significant difference between pre- and post-test in both the experimental and control groups, but the training group showed higher achievement with respect to the control group. This finding suggests that it may be important to carry out interventions on children with low-ability in early math competence, even in a middle-income social context. [For the complete proceedings, see ED579395.] ED579451 Impact of Early Numeracy Training on Kindergarteners from Middle-Income Families International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 24 As Provided JAN2020

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Yes Learning Activities Graphs Prediction Grades (Scholastic) Markov Processes Accuracy Validity Foreign Countries Computer Uses in Education College Students Questionnaires Integrated Learning Systems Okubo, Fumiya Shimada, Atsushi Taniguchi, Yuta Speeches/Meeting Papers Reports - Research Japan English Higher Education In this paper, we present a system for visualizing learning logs of a course in progress together with predictions of learning activities of the following week and the final grades of students by state transition graphs. Data are collected from 236 students attending the course in progress and from 209 students attending the past course for prediction. From these data, the system constructs a state transition graph, where the prediction is based on the Markov property. We verify the performance of predictions by experiments in which the accuracy of prediction using the data of the course in progress and the one by 5-fold cross validation. [The research results have been achieved by "Research and Development on Fundamental and Utilization Technologies for Social Big Data" (178A03), the Commissioned Research of National Institute of Information and Communications Technology (NICT), Japan. For the complete proceedings, see ED579395.] ED579452 A Visualization System for Predicting Learning Activities Using State Transition Graphs International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 14 As Provided JAN2020

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No Adult Learning Higher Education Case Studies Student Participation Access to Education Performance Factors Educational Policy Educational Legislation Change Strategies Foreign Countries Dollhausen, Karin Lattke, Susanne Scheliga, Felicia Wolters, Andrä Spexard, Anna Geffers, Johannes Banscherus, Ulf Reports - Evaluative Europe European Commission, Directorate-General for Education and Culture English Adult Education Widening adult participation in higher education as part of the development of lifelong learning strategies has been promoted by the European Union since the 1990s. Only recently, the 2011 Council resolution on a renewed European agenda for adult learning underlined the need to encourage higher education institutions to embrace adult learners. The Bologna process has also emphasised the importance of ensuring access to higher education for adult learners (e.g. mature and non-traditional students) and that they be given appropriate support from the beginning. Along with the increasingly rapid technological change, globalisation, decreasing job tenure periods and demographic trends, the need to provide adults with possibilities to take their skills "one step up" has been put even higher on the political agenda. Opening up higher education to adult learners, especially those who have not been engaged in studies at that level before, is seen as crucial in this context. One of the headline targets of the European 2020 strategy is to boost the share of the population aged 30-34 having completed tertiary or equivalent education to 40 per cent by 2020. In spite of this, available statistical data reveal that actual developments of adult participation in higher education vary a lot between the countries in Europe. Particularly, the rates for mature students entering higher education aged 25 to 39 years have not developed uniformly across the European countries during the last decade. While in some countries (e.g. Austria, Czech Republic, Slovak Republic, Spain) participation rates have increased between 2000 and 2010, there is a decline in other countries (e.g. Finland, Norway, Sweden, Germany, the Netherlands, United Kingdom) during the same period. The decline recorded in the northern and western countries might be also due to a growing number of young people entering higher education directly on completion of secondary education. However, even in the countries where rates for mature students have increased, the highest rates did not exceed 20 per cent in 2010. In only a very few countries (e.g. Portugal, Iceland, Sweden) the rates for mature students were higher than 20 per cent in 2010. While the overall progress towards the 2020 benchmark on the 30-34-year-olds having completed tertiary education or equivalent education is promising (35.8% in 2012), provisions for adults more generally appear rather moderate. This in turn raises questions about what the relevant factors facilitating and inhibiting adult participation in higher education are, how higher education institutions might provide better for the needs of adults and what action can be taken at different levels in order to foster the process of opening higher education to adults. ED580973 Developing the Adult Learning Sector: Lot 3: Opening Higher Education to Adults. Contract EAC 2012-0074. English Summary European Union 2013-03-17 978-92-79-34582-1 10 European Union. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/ N/A http://dx.doi.org/10.2766/64398 2018 0 As Provided JAN2020

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No Foreign Countries Adult Learning Educational Policy Policy Analysis Data Collection Educational Assessment Educational Objectives Evidence Case Studies Outcomes of Education Policy Formation Educational Indicators Benchmarking Input Output Analysis Measurement Evaluation Methods Statistical Analysis Qualitative Research Comparative Analysis Reports - Research Information Analyses Europe ICF International European Commission, Directorate-General for Employment, Social Affairs and Inclusion English Adult Education Adult learning policies, like any other policies, need to be effective: they need to reach their objectives and attain the desired impacts, which should be carefully defined. Understanding the performance of policies allows policy makers to change and improve them. A growing body of research and statistics provides important insights into how better to achieve policy goals. The study aimed to identify those factors that help to achieve effective adult learning policy. The study concludes that adult learning policy could be made significantly more effective through a more systematic collection of data, and a more rigorous approach to evaluation to enable Member States' policy actions to be monitored against their objectives. ED580974 An In-Depth Analysis of Adult Learning Policies and Their Effectiveness in Europe European Union 2015-07-00 978-92-79-46380-8 Policymakers 297 European Union. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/ N/A http://dx.doi.org/10.2767/076649 2018 0 ERIC JAN2020

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No Outcomes of Education Education Work Relationship Income Selective Admission College Admission College Students Cohort Analysis Surveys Institutional Characteristics Colleges Minority Group Students College Entrance Examinations Educational Attainment Parent Background Regression (Statistics) Statistical Analysis Dale, Stacy Krueger, Alan B. Reports - Research SAT (College Admission Test) National Bureau of Economic Research English Higher Education We estimate the monetary return to attending a highly selective college using the College and Beyond (C&B) Survey linked to Detailed Earnings Records from the Social Security Administration (SSA). This paper extends earlier work by Dale and Krueger (2002) that examined the relationship between the college that students attended in 1976 and the earnings they self-reported reported in 1995 on the C&B follow-up survey. In this analysis, we use administrative earnings data to estimate the return to various measures of college selectivity for a more recent cohort of students: those who entered college in 1989. We also estimate the return to college selectivity for the 1976 cohort of students, but over a longer time horizon (from 1983 through 2007) using administrative data. We find that the return to college selectivity is sizeable for both cohorts in regression models that control for variables commonly observed by researchers, such as student high school GPA and SAT scores. However, when we adjust for unobserved student ability by controlling for the average SAT score of the colleges that students applied to, our estimates of the return to college selectivity fall substantially and are generally indistinguishable from zero. There were notable exceptions for certain subgroups. For black and Hispanic students and for students who come from less-educated families (in terms of their parents' education), the estimates of the return to college selectivity remain large, even in models that adjust for unobserved student characteristics. ED579990 Estimating the Return to College Selectivity over the Career Using Administrative Earnings Data. NBER Working Paper No. 17159 National Bureau of Economic Research 2011-06-00 Andrew W. Mellon Foundation 40 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/w17159 2018 21 As Provided JAN2020 ED573046

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No Feminism Laboratories Writing (Composition) Discourse Analysis Case Studies Writing Instruction Administrators Universities College Students Writing Evaluation Multiple Literacies Models Andersen, Erin M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This dissertation will broaden the purview of recent scholarship pertaining to socially just writing assessments by making connections among assemblage theory and materialism, studies of ecological and anti-racist assessments, and studies of writing center work, to ground theoretical conversations in everyday practices. Focusing on systemic oppression in the neoliberal university and consciously using assemblage theory as a mechanism for confronting multiliteracies allows writing center directors to see the constant movement and reshaping of students' knowledges as they approach different environments, different courses, and different genres. Notions of intra-relatedness and intertwinings evident in assemblage theory are essential to this dissertation's consideration of pedagogy and administration. Expanding upon research on ecological and anti-racist assessment practices, I argue that it is vitally important for writing program administrators and writing center directors to bring complex views of literacies and identities to their assessment protocols. I further argue that this practice can be aided by frameworks based in assemblage theory. Using archival research and critical discourse analysis, this project explores one WC's history and current practices in a large public, urban university system as a case study. Acknowledging the burden of negotiating hurdles set up by corporatized university structures, this dissertation examines the ways institutional pressures can shape assessments, and makes suggestions for new, socially just approaches relying on assemblage theory that follow current trends in writing 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.] ED579991 Assessing the Cyborg Center: Assemblage-Based, Feminist Frameworks toward Socially Just Writing Center Assessments ProQuest LLC Ph.D. Dissertation, City University of New York 2017-00-00 978-0-3552-8774-5 196 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623927 2018 As Provided JAN2020

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Yes Foreign Countries Elementary School Students English (Second Language) Reading Literacy Computer Uses in Education Action Research Mixed Methods Research Reading Ability Focus Groups Reading Attitudes Student Attitudes Reading Motivation Reading Improvement Educational Practices Norte, Patricia Negreiros, Joao Correia, Ana Speeches/Meeting Papers Reports - Research Macau English Elementary Education This Macau study investigates the unwillingness of primary 5 Chinese native students to read in English on a Lexile® Framework based digital reading platform provided by their school, with visible negative consequences on their English reading literacy, and whether or not it is possible for teachers to help improve students' reading literacy by adopting specific instructional practices. The study, carried out in a school which uses Chinese (Cantonese) as medium of instruction, initially measured student's reading level and tried to identify possible reasons that deterred students from reading in a digital reading platform. The investigation was based on an action research model (to look, think, act) while a mixed method approach was deployed to collect data: numerical information from the platform which informed about students reading ability was treated with descriptive and inferential statistics and focus group interviews were conducted to allow a deeper understanding of students' attitudes towards reading. The findings revealed that students in general were not averse to reading, although they seemed to need someone to facilitate the process for them as well as to guide and encourage them to read. Extrinsic motivation strategies were found helpful and, by way of teacher's same intervention with all her students (group A), such as constant reminders to read, compulsory reading of a certain number of books per month, publicly praising students and granting them bonus points on their marks, meaningful improvement was achieved. These findings are discussed in relation to the significance of the teacher's intervention, in terms of providing constant support, facilitating the reading process and monitoring students' reading activity, by adopting varied instructional practices to appeal and motivate children to engage in reading. [For the complete proceedings, see ED579395.] ED579453 Cultivating Students' Reading Literacy Using Digital Lexile-Based Reading in a Chinese Primary School International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 9 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 22 As Provided JAN2020

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Yes Foreign Countries Elementary School Students Educational Assessment Student Evaluation Electronic Learning Computer Assisted Testing Adaptive Testing Khalifa, Wiem Ben Souilem, Dalila Neji, Mahmoud Speeches/Meeting Papers Reports - Evaluative Tunisia English Elementary Education Regardless of the study level, the assessments applied in the different educational institutions in Tunisia raise many questions. Do these practices indicate the learners' cognitive metamorphoses? Do formative and summative evaluations intend to access knowledge acquisition at the expense of understanding? Is the content of the evaluation approaches and instruments an important part of the learners' previous knowledge? Is there any relationship between this content and the specific knowledge base of the learner? Does the evaluation instruments structure provide access to knowledge construction? Is this structure oriented towards the evaluation of low-level cognitive skills more than to the assessment of high-level cognitive skills? Does the assessment context introduce affective variables that may influence learners' results in a negative way? Do the used instruments allow consistently determining the learners' strengths and weaknesses? Do the correction criteria respect all the learner's responses worth to build up a special knowledge? Do objectivity requirements influence these criteria more than the cognitive value of responses? In fact, all of these questions risen show the seriousness and complexity of the evaluation problem in the school environment as well as the cognitive progress of the learners. They are quite related to the subject matter of the evaluation instruments and their structure as well as their objectives and the background they are taking place in than to the correction criteria. In this paper, we propose a personalized evaluation environment for mobile learning. We first introduce m-evaluation scenario. Then, we describe this personalization as well as the architecture of the evaluation environment composed of Web services and based on communication between these services carried out via Semantic web technologies. The environment presented allows assessing the learners' knowledge of a particular teaching content by first of all searching, then selecting and finally generating a test well adapted to their knowledge level. In fact, a new course will be introduced once the evaluation is accomplished. We also managed an experimentation based on concluding the student's satisfaction degree. [For the complete proceedings, see ED579395.] ED579454 Educational Assessment of Students in Primary School in Tunisia International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 7 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 12 As Provided JAN2020

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No Asians Asian Culture Females Employed Women Foreign Countries Empowerment Academic Aspiration Manufacturing Industry Educational Opportunities Newton, Claudia Kristine Dissertations/Theses - Doctoral Dissertations China EISSN- English Few empirical studies directly address education among women factory workers in China, much less their sense of agency, power, character and awareness. This dissertation seeks to discover whether among women factory workers in the core manufacturing center, the Yangtze River Delta region of China, educational opportunities and other resources enable women workers to make their own choices, increase their independence, and build a greater awareness of themselves and their role in this world, to self-empower. It examines the gradual transformation of Chinese women factory workers and analyzes their patterns of interaction, attitudes, and perceptions regarding some traditional Chinese values. Results of the study showed that these women factory workers in China, regardless of education level, familial status, or position in the workplace, continuously sought improvement, and that this improvement is their path to empowerment. These women use formal, informal, and nonformal education to develop themselves, and many of the participants acknowledged that continuing their education would have the potential to significantly impact their sense of awareness, self-sufficiency, and decision-making. Although Chinese women factory workers face great challenges in their lives, their willingness to succeed through continuing their education demonstrates their will to persevere. I conclude that increased opportunities in education can be used to facilitate women's empowerment for Chinese women factory workers and enhances the capability, agency and achievement of their aspirations by these 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.] ED579233 Rising Valor: A Research Study of Chinese Women Working in Factories, Educating Themselves and Redefining Women's Empowerment ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8634-5 204 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:10645601 2018 As Provided JAN2020

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No Graduate Students International Education Global Approach Marketing Commercialization Foreign Students Study Abroad Credentials Specialists Cross Cultural Training Qualitative Research Constructivism (Learning) Classification Placement Educational History Correlation Information Sources Economic Factors Student Recruitment College Admission Higher Education Accreditation (Institutions) Educational Policy Best Practices Evaluators Educational Attainment Foreign Countries Cultural Influences Kacenga, George F. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Foreign educational credential assessment is responsive to assessors' social, economic, and cultural stimuli. Academic institutions, industries, and governmental bodies treat placement specialists' recommendations as signals of cross-cultural productive capacity, giving significance to the methodology of foreign education-system analysis. A conceptual framework incorporating globalization, internationalization, massification, and marketization (GLIMM) helps explain how and why paradigms have shifted. GLIMM forces can help explain changes in international higher education and illustrate the fluidity of education in an evolving global society. This study employs a naturalistic qualitative research design with a two-step analysis of the target resource documents, constructivist typological study and substance analysis. The study then asks (a) what information academic credential placement recommendations offer, (b) if and how those styles have changed, and (c) if the forces of massification and marketization resulting from globalization and internationalization inform those changes. The objective of the analysis was to understand authorial intent for the placement recommendations, use of the placement recommendations, and the consequences of authors changing over time. This study examines 1932-2015 primary placement recommendation resource materials from all global regions and potential relationships between those materials and the increasing number of international students in the U.S. Also examined in this study are the impact of economics on international student recruitment and the evolving purpose of education through the late-20th and early-21st centuries. In the absence of regulatory oversight, HEI leaders have needed increasingly to understand national trends regarding use of credential evaluation services, in-house credentialing and necessary resources for success, and impact of inconsistent credential evaluation on fairness in enrollment and admission. The outcomes of this study are relevant to higher education leaders in that they address a common blind spot at many HEIs and challenge accreditation bodies to examine policies and adopt best practices. The researcher cataloged (a) the kinds of information and placement recommendations generally provided, (b) why the information and recommendations were credible or non-credible, (c) changes in this information during the time period under investigation, (d) if and how these changes can be linked to GLIMM, and (e) how in-house credential evaluators have responded. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579234 Globalization of Foreign Academic Credential Placement Recommendations for Graduate Study in the United States, 1932-2015 ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9099-1 179 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:10645845 2018 As Provided JAN2020

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No Older Workers Retirement Career Education Labor Market Employment Potential Job Skills Job Training Krekanova, Vera Dissertations/Theses - Doctoral Dissertations EISSN- English In many areas, the number of people transitioning to retirement is starting to outnumber the number of young people negotiating their way into the labor market. To sustain economic prosperity, these regions need to prolong the working lives of older workers. Maintaining older workers' earning power and employment until and past the traditional retirement age will depend simultaneously on strengthening the quality of jobs, and on supporting older workers' willingness and ability to engage in new career learning so they can keep up with occupational shifts and skill changes. One key challenge policymakers and institutions face in their attempts to address aging-related labor market challenges is the lack of historic examples available to guide decision making. Using a generational transition lens, my dissertation examines the intersections of two global trends--unprecedented population aging and volatile labor markets--at a local level. It focuses on building the case for employability of older workers as a way to inform cross-sectoral policy planning and investments for the benefit of all generations. More specifically, the purpose of my study is to inform policymakers and institutions concerned with the provision of education and skills training for workers later in life as a means of promoting both successful generational transitions and sustainable tax bases. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579235 Aging Workers in Changing Labor Markets and Career Learning ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9104-2 187 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:10645850 2018 As Provided JAN2020

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No Psychometrics Item Response Theory Simulation Models Scores Likert Scales Goodness of Fit Evaluation Methods Sample Size Generalization Error of Measurement Leventhal, Brian Dissertations/Theses - Doctoral Dissertations EISSN- English More robust and rigorous psychometric models, such as multidimensional Item Response Theory models, have been advocated for survey applications. However, item responses may be influenced by construct-irrelevant variance factors such as preferences for extreme response options. Through empirical and simulation methods, this study evaluates the use of the IRTree Model, the multidimensional nominal response model, and the modified generalized partial credit model designed to account for extreme response tendencies. The modified generalized partial credit model was found to have the best overall fit in terms of test-level, item-level, and person-level posterior predictive model checks performed. Estimation of this model also resulted in the lowest mean squared error between observed total score and expected total score. The multidimensional nominal response model had the lowest deviance information criterion among the three models. The empirical study, data validation from the simulation study, and the simulation results provided evidence that the IRTree Model was measuring a unique construct-irrelevant variance factor compared to the two other methods. For all simulation conditions of sample size (500, 1000), survey length (10, 20), and number of response options (4, 6), the modified generalized partial credit model had the most adequate model fit with respect to mean item mean squared error. The multidimensional nominal response model was found equally suitable for surveys measuring one substantive trait when responses to 10 4-option forced-choice Likert-type items were 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.] ED579236 Extreme Response Style: Which Model Is Best? ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9110-3 180 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:10645856 2018 As Provided JAN2020

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Yes Autism Child Development Coding Data Analysis Infants Interaction Interpersonal Communication Intervention Observation Parent Child Relationship Pervasive Developmental Disorders Qualitative Research Social Development Toddlers Video Technology Schertz, Hannah H. Call-Cummings, Meagan Horn, Kathryn Quest, Kelsey Law, Rhiannon Steffen Journal Articles Reports - Research EISSN- English A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent-toddler interactions and how the instrumental or social nature of one partner's actions influenced the other's engagement. Parent-child interaction videos collected from a separate intervention study were transcribed with thick description, coded for literal and inferential meaning by independent coders, and analyzed for emergent themes following an iterative process of code categorization. Themes converged around the partner as instrument, attempted but missed social connections, and congruent social engagement. A complementary interactional sequential analysis revealed that communicative functions of initiating partners were largely mirrored in their partners' responding actions, suggesting that actively supporting parents to interact with their toddlers socially, rather than prescriptively or instrumentally, may be a potent intervention strategy to address the core social communication challenge in autism during the formative early developmental period. [This paper was published in "Journal of Early Intervention" (EJ1168909).] ED580975 Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis Grantee Submission Journal of Early Intervention v40 n1 p20-38 Mar 2018 2018-03-00 Institute of Education Sciences (ED) 19 T http://dx.doi.org/10.1177/1053815117737353 2018 -1 As Provided JAN2020 Yes R324A120291

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Yes Kindergarten Mathematics Achievement Outcomes of Education Nonverbal Ability Intelligence Quotient Vocabulary Development Phonological Awareness Naming Short Term Memory Numeracy Achievement Tests Predictor Variables Experimental Groups Control Groups Pretests Posttests Cognitive Ability Intelligence Tests Statistical Analysis Foster, Matthew E. Anthony, Jason L. Clements, Doug H. Sarama, Julie H. Journal Articles Reports - Research Expressive One Word Picture Vocabulary Test Stanford Binet Intelligence Scale Woodcock Johnson Tests of Achievement ISSN-0022-0965 English Kindergarten This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R[superscript 2] values = 0.49 and 0.32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (?R[superscript 2] = 0.05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (?R[superscript 2] = 0.14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small. ED580976 Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools Grantee Submission Journal of Experimental Child Psychology v140 p56-73 Dec 2015 2015-12-00 Institute of Education Sciences (ED) 18 T http://dx.doi.org/10.1016/j.jecp.2015.07.004 2018 95 As Provided JAN2020 Yes R305A080196 R324B110007

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No Instructional Leadership Leadership Role Assistant Principals High Schools Administrator Responsibility Urban Schools School Districts Phenomenology Qualitative Research Interviews Time on Task Barriers Discipline Guidance Faculty Development Experience Larkin, Cynthia Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools High school vice principals do not typically play a key role in the instructional leadership duties at their sites, as they are typically responsible for being their school's chief disciplinarians, managers of attendance, and supervisors of student activities and athletics. This study examined the role and responsibilities of high school vice principals in one large urban school district, for the purpose of exploring the factors that impact vice principals' abilities to participate in instructional leadership duties at their school sites. Using the qualitative tradition of phenomenology, the researcher conducted interviews with 16 participants to explore the operational and instructional leadership roles and responsibilities of senior high school vice principals in one large urban school district. The findings of this study indicated that high school vice principals in this district spent more time tending to their operational leadership responsibilities and less time on tending to their instructional leadership duties. The following factors appeared to negatively impact vice principals' instructional leadership abilities: time spent on tasks such as disciplining students and performing various operational tasks throughout the course of the school day; lack of mentoring and guidance from their principal; lack of targeted professional development to strengthen their instructional leadership skills; and a lack of administrative and instructional leadership experience. The study also identified several areas in which educators such as school districts and site principals can support the growth of vice principals as instructional 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.] ED580740 An Examination of the Instructional Leadership Role of High School Vice Principals ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3552-6801-0 189 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:10634295 2018 As Provided JAN2020

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No Statistical Analysis Comparative Analysis Advanced Placement Statistics Mathematics Instruction Mathematics Achievement Secondary School Mathematics Gender Differences Owens, Susan T. Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education Technology is becoming an integral tool in the classroom and can make a positive impact on how the students learn. This quantitative comparative research study examined gender-based differences among secondary Advanced Placement (AP) Statistic students comparing Educational Testing Service (ETS) College Board AP Statistic examination scores between traditional and blended learning methods using a connectivist theoretical framework. The specific problem addressed was mathematic achievement in the United States has continued to fall behind other countries and female secondary math students often differ from their male counterparts in self-efficacy, anxiety, achievement, and confidence and demonstrate higher anxiety levels and lower levels of performance and confidence. Archival data for 228 student records were collected from eight school districts and private schools across the U.S. through the recruitment of school district superintendents provided AP Statistics examination scores, instructional modality, and gender. A comparative analysis using a two-way ANOVA for both hypothesis 1 and 2 indicated a significant difference between blended instructional modality and traditional instructional modality (p = 0.038), and a significant difference between males and females in AP Statistics exam scores (p = 0.018). Two recommendations for practice were for educational leadership to encourage (a) a blended modality of teaching into the classroom, and (b) teaching methods that reduce student anxiety and increase student self-efficacy. Recommendations for future research included (a) a causal comparative study examining if a blended modality reduces math anxiety in female students, (b) a quantitative correlational study examining the impact of various teaching modalities on math anxiety by gender and achievement levels, and (c) a larger sample quantitative design to consider the effect of online learning and student achievement by 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.] ED580741 A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom ProQuest LLC Ed.D. Dissertation, Northcentral University 2017-00-00 978-0-3553-0398-8 109 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634672 2018 As Provided JAN2020

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No Emergency Shelters Employee Attitudes Volunteers Family Violence Hygiene Correlation Motivation Guidelines Surveys Statistical Analysis Employment Level Attachment Behavior Burnout Labor Turnover Fermin, Caroline P. Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English This research study was an exploratory analysis to determine if a relationship existed between mission attachment and job satisfaction of emergency nonprofit domestic violence shelter/transitional housing workers. The study examined if the perceptions, beliefs, and attitudes were different between entry-level, middle-level, and senior-level employees and volunteers. Herzberg's two-factor theory of hygiene and motivation factors constituted the theoretical framework, as well as Allen and Meyer's three types of approaches to organizational commitment: affective, continuance, and normative. Mission attachment was defined and measured with the Mission Attachment Survey and job satisfaction was defined and measured with the Job Satisfaction Survey. A total of 82 employees and volunteers from the 18 emergency domestic violence/transitional shelters in South Carolina participated. Descriptive statistics were used to collect demographic data, and inferential statistics, specifically Kendall's Tau-b and Jonckheere-Terpstra, were used to determine relationships and differences in testing the five hypotheses. These were as follows: (a) if a relationship existed between mission attachment and job satisfaction; (b) if differences existed in mission attachment by staff levels of entry-, middle-, and senior-level; (c) if differences existed in job satisfaction by staff levels of entry-, middle-, and senior-level; (d) if hygiene factors related to mission attachment; and (e) if motivation factors related to mission attachment. The results indicated a significant relationship between mission attachment and motivation. Staff level did not differ in perceptions, attitudes, or beliefs, nor did it relate to mission attachment or job satisfaction. Despite the nonsignificant relationships between mission attachment and job satisfaction, this study revealed the important finding that motivation factors were significantly related to mission attachment. Implications for emergency domestic violence and transitional housing workers included training of staff and administrators to foster additional aspects of mission attachment and job satisfaction. Further research recommendations were made, such as study replication with larger populations and in other states, as well as nationally. Such studies would help identify the salient aspects of mission attachment and job satisfaction for emergency domestic violence/transitional shelter employees and help curtain burnout and turnover. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580258 Mission Attachment and Job Satisfaction among Emergency Shelter and Transitional Housing Service Professionals: An Exploratory Analysis ProQuest LLC Ed.D. Dissertation, St. Thomas University 2017-00-00 978-0-3554-3354-8 136 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:10638300 2018 As Provided JAN2020

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No Action Research Fear Water Safety Adults African Americans Comparative Analysis Aquatic Sports Accidents Accident Prevention Mixed Methods Research Questionnaires Pretests Posttests Semi Structured Interviews Public Health Haynsworth, Nancy M. Dissertations/Theses - Doctoral Dissertations South Carolina EISSN- English Research shows that compared to other groups, African Americans have historically had less access to swimming skills and thereby have a higher rate of drowning while swimming. Knowing how to swim is an important drowning prevention strategy, yet many African Americans residing in a county in South Carolina do not know how to swim, despite living in the immediate vicinity of water. This places African Americans at a discrete and hazardous disadvantage that is amplified by elevated levels of aquatic fear within the community. The purpose of this study was to explore aquatic fear reduction among adult African Americans randomly assigned to two leading swimming education programs. Utilizing a mixed methods approach for data collection, 37 participants completed a Beliefs about Water Questionnaire at pretest and posttest junctures; the participants also completed semistructured interviews. The findings suggested that global fear levels decreased dramatically using swimming education programs; however, the level and type of fear of water is relative to the individual and difficult to predict within the context of the ability to acquire basic swimming skills. The findings provide valuable information to public health officials for identifying the impacts of fear levels and fear types on the ability to acquire basic swimming competency skills. Further research that addresses fear as a barrier to learning how to swim is noteworthy and essential to the health and wellbeing of the local African American and the global 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.] ED580259 An Action Research Approach to Fear as an Impact on Water Safety Outcomes among Adult African Americans in South Carolina ProQuest LLC D.P.H. Dissertation, Capella University 2017-00-00 978-0-3554-0811-9 140 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:10638388 2018 As Provided JAN2020

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Yes Vocational Education Workplace Learning Barriers Elementary Secondary Education Educational Strategies Educational Legislation Partnerships in Education Career Education Career Development Child Labor Labor Legislation School Business Relationship Legal Responsibility Employers Federal Legislation State Legislation School Districts Education Work Relationship Disabilities Equal Education Technical Education Reports - Evaluative New Jersey Kentucky California School to Work Opportunities Act 1994 Individuals with Disabilities Education Act Carl D Perkins Vocational Education Act 1984 Advance CTE: State Leaders Connecting Learning to Work English Elementary Secondary Education This report, the second installment in Advance CTE's "Connecting the Classroom to Careers," series, explores an issue that is often a stumbling block for K-12 work-based learning--ensuring these experiences are safe and legal for students. This report features New Jersey, Kentucky and California and their approaches to dismantling work-based learning's legal barriers, including training teachers to understand the state and federal legal, health and safety requirements for work-based learning and mitigating work-based learning liability concerns for schools and employers. Debunking these myths is critical to scaling work-based learning. Starting with educating themselves, states can and should play an instrumental role in helping correct misconceptions about students under the age of 18 in the workplace. [For the other reports in this series, see ED581093, ED581094, and ED581095.] ED580979 Removing Legal Barriers around Work-Based Learning. Connecting the Classroom to Careers: The State's Role in Work-Based Learning Advance CTE: State Leaders Connecting Learning to Work 2016-04-00 8 Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/ N/A 2018 0 As Provided JAN2020

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No Response to Intervention Reading Instruction Learning Disabilities Reading Difficulties Program Effectiveness Grade 9 Intervention Pretests Posttests Attendance Discipline Student Characteristics Secondary Education Administrator Attitudes Teacher Attitudes Student Attitudes Achievement Gains Correlation Looney, Gina Gladson, Amy Luna, Jean Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Middle Schools Response to Intervention and Instruction (RTI) is now the process for providing and monitoring reading interventions for students. In Tennessee, RTI is also used to identify students who may have a learning disability in the area of reading. For this reason, school districts are continuously evaluating the success of their RTI efforts in order to provide the best interventions. The authors in this study investigated the success of RTI efforts for a Middle Tennessee school district by focusing on a group of ninth-grade students who had received multiple years of intervention services. Researchers analyzed pretest and posttest data, attendance records, and discipline history of the students. An additional purpose of this study was to determine the perceived levels of effectiveness of literacy interventions at the secondary level through an examination of perceptions from district leaders, teachers, and students enrolled in intervention courses. Most impressive was the constant improvement shown through the analysis of universal screening data for 2 years for this cohort of students. After a thorough analysis of the data, it was determined that no statistically significant relationship existed between student attendance and suspensions and student achievement during the years students participated in Tier III literacy interventions. However, a correlational analysis revealed a negative relationship between student achievement scores and discipline referrals. The perceptions of students, teachers, and administrators indicated they felt interventions were successful in meeting the needs of students. Although students largely indicated a lack of reading enjoyment, most indicated that interventions had improved their success in reading related tasks. The researchers provided suggestions for practice for this Middle Tennessee 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.] ED580980 A Study of the Effectiveness of Literacy Interventions on Middle and High School Students ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3554-7022-2 200 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:10639279 2018 As Provided JAN2020

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No Role Morphology (Languages) Syntax Phrase Structure Verbs Structural Analysis (Linguistics) Morphemes American Indian Languages Grammar Duncan, Philip T. Dissertations/Theses - Doctoral Dissertations EISSN- English This dissertation explores aspects of Me'phaa morphosyntax, from verb roots to verb-initial word orders. I argue that patterns of agreement map directly onto the syntax of argument structure, which in turn feed the language's unique manifestation of ergativity. Me'phaa agreement morphology is richly complex, and I show that this is due, in part, to three core "ergativity properties" (Deal, 2015) coalescing in the language: transitive subjects and intransitive subjects are encoded differently for a subset of verbs (the ergative property), intransitive subjects are sometimes marked with the same morphology as transitive objects (the absolutive property), and split-intransitivity in the language yields differential marking for intransitives (the argument-structural property). This produces a system that is "consistently" ergative, with a particular ergativity property being visible depending on what verbs are under comparison, and what clause types are involved. I propose an explanation of this rich agreement morphology by appealing to the syntax of argument structure. I argue that Me'phaa's way of being ergative is not about verbs "per se", but verbal structures (Marantz, 2013) with distinct functional components and configurations. Language-specific unaccusativity diagnostics and other tests point to the existence of a constellation of verbal structures. Orienting to structural diversity reveals how Me'phaa's patterns of verbal agreement reflect a high degree of sensitivity to underlying geometries. Me'phaa agreement exponents reflect their probe, and an array of functional heads in the verbal domain participate in Agree(ment). This means that higher functional heads (e.g., T) are not required for such operations in the language. Instead, the very pieces involved in building verbal structures are the ones responsible for determining verbal agreement. In addition to laying the foundation for building the clause from the verb up, showing how the verb itself offers a snapshot of the core clausal architecture, this work further accounts for how the verbal and inflectional domains interact to produce verb-initial orders. I propose a VP-remnant raising account for Me'phaa, attending to aspects of the derivation that successfully account for both morpheme order in the verb stem as well as constituent order at the larger clausal 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.] ED580742 The Role of Argument Structure in Me'phaa Verbal Agreement ProQuest LLC Ph.D. Dissertation, University of Kansas 2017-00-00 978-0-3553-5127-9 182 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:10617022 2018 As Provided JAN2020

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No Phenomenology Hermeneutics Teacher Effectiveness Self Efficacy Secondary School Teachers Coaching (Performance) Interviews Observation Journal Writing Data Analysis Coding Teacher Attitudes Academic Achievement Misconceptions Teacher Education Snipes, Shaftina Fiesta Dissertations/Theses - Doctoral Dissertations EISSN- English Secondary Education The purpose of this hermeneutic phenomenological was to describe teacher efficacy in the lived experiences of secondary teachers actively engaged in the instructional coaching process. The theoretical framework guiding this study was Albert Bandura's (1992) social cognitive theory as it expounds upon the role efficacy plays in human agency as it encompasses teacher's individual beliefs and past experiences, as well as, the extrinsic motivations. Teacher efficacy, the confidence a teacher holds regarding their abilities to enact student learning, can be influenced by interactions with instructional coaches. Criterion-based sampling was used to select instructional coaches (n = 2) and teachers (n = 10) to participate in the study. Data collection tools utilized included interviews, teacher/coach observations, and participant journals that assessed teacher lived experiences. Data analysis was conducted by transcribing data and inputting information into NVivo 10, a computerized data analysis tool, for coding, clustering, and creating a visual representation of data. Three themes emerged during the data collection process: Teacher Perceptions of Instructional Coaching, Roads to Student Success, and Efficacy Misconceptions. The results of the study will provide local education agencies with supplementary information regarding implementation of teacher support initiatives such as instructional coaching, lateral entry, and 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.] ED580743 A Phenomenological View of Teacher Efficacy as Experienced by Secondary Teachers Engaged in the Process of Instructional Coaching ProQuest LLC Ed.D. Dissertation, Liberty University 2017-00-00 978-0-3554-6461-0 230 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:10637716 2018 As Provided JAN2020

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No Response to Intervention Reading Instruction Learning Disabilities Reading Difficulties Program Effectiveness Grade 9 Intervention Pretests Posttests Attendance Discipline Student Characteristics Secondary Education Administrator Attitudes Teacher Attitudes Student Attitudes Achievement Gains Correlation Gladson, Amy Looney, Gina Luna, Jean Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Grade 9 Response to Intervention and Instruction (RTI) is now the process for providing and monitoring reading interventions for students. In Tennessee, RTI is also used to identify students who may have a learning disability in the area of reading. For this reason, school districts are continuously evaluating the success of their RTI efforts in order to provide the best interventions. The authors in this study investigated the success of RTI efforts for a Middle Tennessee school district by focusing on a group of ninth-grade students who had received multiple years of intervention services. Researchers analyzed pretest and posttest data, attendance records, and discipline history of the students. An additional purpose of this study was to determine the perceived levels of effectiveness of literacy interventions at the secondary level through an examination of perceptions from district leaders, teachers, and students enrolled in intervention courses. Most impressive was the constant improvement shown through the analysis of universal screening data for 2 years for this cohort of students. After a thorough analysis of the data, it was determined that no statistically significant relationship existed between student attendance and suspensions and student achievement during the years students participated in Tier III literacy interventions. However, a correlational analysis revealed a negative relationship between student achievement scores and discipline referrals. The perceptions of students, teachers, and administrators indicated they felt interventions were successful in meeting the needs of students. Although students largely indicated a lack of reading enjoyment, most indicated that interventions had improved their success in reading related tasks. The researchers provided suggestions for practice for this Middle Tennessee 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.] ED580981 A Study of the Effectiveness of Literacy Interventions on Middle and High School Students ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3554-7023-9 200 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:10639280 2018 As Provided JAN2020

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No Two Year College Students Community Colleges Noncredit Courses College Credits Course Selection (Students) Age Differences Gender Differences Racial Differences Ethnicity Instructional Program Divisions Archives Student Employment Training Enrollment Student Surveys Student Attitudes Student Recruitment Financial Support Occupational Aspiration Employers Kuntz, Wayne A. Dissertations/Theses - Doctoral Dissertations Mississippi EISSN- English Two Year Colleges Most research about college students concentrates on credit students, with relatively little research focusing on noncredit students and why some transition from noncredit courses into credit classes. This dissertation research examined factors that may contribute to students transitioning from noncredit courses into credit classes at Mississippi community colleges. This research attempted to identify whether gender, age, race/ethnicity, or level of education predicted whether students were more likely to transition from noncredit courses into credit classes. Archival data were also analyzed in an attempt to determine whether employment status, types of noncredit training courses attended, or credit classes selected were identified with noncredit students likely to enroll in credit classes. Mississippi community college students were surveyed to examine their perceptions of institutional support and college recruitment efforts, employer funding, and students' employment objectives. This research suggested although fewer women than men attended noncredit courses, they were more likely than men to transfer into credit classes. Younger students and students who had previously attended credit classes were also more likely to transition into credit classes. Students taking health-related courses were significantly more likely to take credit classes, and many students reported transitioning to change jobs or occupations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580982 Mississippi Community College Student Transitioning Factors from Noncredit to Credit Classes ProQuest LLC Ph.D. Dissertation, William Carey University 2017-00-00 978-0-3554-8957-6 139 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:10639284 2018 As Provided JAN2020

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No Fund Raising Black Colleges Private Colleges Tuition Scholarships Student Financial Aid Comparative Analysis Institutional Characteristics Whites Educational Finance Mills Campbell, Dawn Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Resource dependence has been evidenced among private HBCUs that obtain as much as 90% of operating revenue from tuition and fees. Without alternative funding strategies in place, small declines in enrollment can lead to a major budget crisis. The basic premise of this exploratory inquiry was that fundraising represents an opportunity that has been successfully utilized by many large, predominantly White institutions, but ineffectively by most private HBCUs. Focusing on five private HBCUs in the southeastern United States, this exploratory study investigated the challenges development and fundraising leaders from these institutions have experienced and strategies they have implemented to mitigate these challenges. Three themes emerged from the interviews with the five fundraising leaders: (a) lack of access to wealth, (b) understaffing with inadequate stewardship, and (c) church resource dependence. What was evident from the findings was the usefulness of fundraising dollars in helping the institutions meet critical needs, such as keeping student tuition affordable, providing students with scholarships to fill in gaps between the financial aid they receive and the cost of tuition and fees, and conducting much-needed campus maintenance and repairs. However, though the institutions made strides toward measured fundraising successes, the results revealed that these private tuition-dependent HBCUs were still challenged with securing funds above and beyond the basic fiscal needs of the day-to-day operation of the institutions. In short, the identified fundraising successes paled in comparison to the fundraising successes of many large, predominately White institutions and equated to little more than crisis fundraising typical among HBCUs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580260 Exploratory Inquiry: Fundraising at Historically Black Colleges and Universities to Reduce Resource Dependence ProQuest LLC PHD/HEA Dissertation, University of Phoenix 2017-00-00 978-0-3554-1437-0 164 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:10638454 2018 As Provided JAN2020

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No Greek Classical Languages Grammar Dialects Foreign Countries Language Usage Standard Spoken Usage Phrase Structure Language Research Minamimoto, Toru Dissertations/Theses - Doctoral Dissertations Greece EISSN- English In this dissertation, I investigated the usage of subordinators in Ancient Greek dialectal inscriptions and their interactions with supradialectal formulas, i.e., relatively fixed expressions shared across dialectal borders. Subordinators are grammatical elements and therefore are expected to behave in a systematic manner; supradialectal formulas are expected to provide a "test tube", revealing how different dialects express the same notion. As the first step, I compiled an up-to-date collection of known attestations of subordinators in the dialects of Mainland Greece. Using this collection, I investigated the interactions of local dialects and the standard language in the contexts of fixed expressions and creative composition. In some cases, the confinement of a subordinator into a fixed expression suggests its inactive status in the dialect, and in contrast, the active status of a subordinator is illustrated by its appearances in supradialectal formulas replacing non-local subordinators. Uses of non-local subordinators often result from the predominance of the standard language, but sometimes from the borrowing of phraseological units as a whole rather than the borrowing of the subordinator alone. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580261 Subordinators and Supradialectal Formulas in the Dialectal Inscriptions from Mainland Greece (Excluding Attica) ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3553-9650-8 390 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638483 2018 As Provided JAN2020

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No Emotional Intelligence Job Skills Skill Development Job Training Employees Competence Qualitative Research Interviews Focus Groups Curriculum Self Concept Self Management Emotional Response Program Effectiveness Interpersonal Relationship Teamwork Stress Management Racial Differences African Americans Religion Child Rearing Test Bias Hospitals Veterans Johnson, Brenda Webb Dissertations/Theses - Doctoral Dissertations Florida (Tampa) EISSN- English Emotional intelligence (EI) has not been studied extensively within the Veterans' Health Administration (VHA). The VHA is the largest healthcare organization in America with over 360,000 employees and the organization invests heavily in competency development. The Tampa VA is a level 1 facility with over 5,000 employees in the Tampa Bay area. The facilities Education office offers competency development through soft skills training, leadership development, and contracted courses that include emotional intelligence for leaders. The purpose of this study was to better discern ten Tampa VA medical center employees understanding and application of EI competence within their personal and professional lives. A series of qualitative interviews, focus groups, and an emotional intelligence curriculum were conducted over a six-month span in order to help participants improve their individual emotional intelligence competence. Findings confirm significant benefits for participants including increased EI competencies of self-awareness and self-management of emotions. Improvement also led to benefits including improved relationships, teamwork, and the ability to manage stress and change. Findings in this study were consistent with existing literature on EI specifically in regard to the possibility of improving EI competencies through training. An unanticipated finding was that only African American employees felt spirituality and upbringing contributed to initial development of emotional intelligence. Implications for theory include the need for an exploration of the potential influence of diversity and inclusion on the development of EI, and the need to explore the possibility of racial bias in the 360-assessment. Of the numerous implications for practice the most salient is that the provision of facility-wide opportunities for EI training for teams, leaders, aspiring leaders, and entry-level staff would be beneficial. Training could also be tailored to address specific challenges faced within the healthcare setting such as burnout, compassion fatigue, stress management, customer service, conflict management, and employee satisfaction. As this type of employee development is expanded to larger numbers of employees, it has the potential to significantly improve the organizational culture at the Tampa VA, which in turn will produce greater outcomes for our nations' Veterans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580983 Understanding and Applying Emotional Intelligence: A Qualitative Study of Tampa Veterans Administration Hospital Employees ProQuest LLC Ph.D. Dissertation, University of South Florida 2017-00-00 978-0-3555-3868-7 234 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:10639316 2018 As Provided JAN2020

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No School Culture Collegiality Educational Environment Participative Decision Making Middle Schools Educational Change Mixed Methods Research Empowerment Surveys Interviews Leadership Pretz, Benjamin Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools The purpose of this study is to develop an empowered collegial school culture to systemically improve the function of the academic institution through the impact of a positive environment and shared leadership. When compared to the other middle schools in the district, Eagle Middle School had the lowest math achievement growth index during the 2014-2015 school year. The discrepancy in math achievement is one element that has created a culture problem for the building. Additionally, the building has a reputation of poor customer service and not serving the community effectively. Because of the poor culture the staff had a lack of leadership and is cycling toward a continuous state of decline. Culture is at the very essence of the change process. Making a systemic impact to improve the nature of an educational institution requires an understanding of the very nature of the culture. School climate is a driver for the overall culture of the building. Developing a positive climate and shared leadership process is conducive to producing a culture that is collaborative and empowered. For the purpose of this research study mixed method measures were used to devise, collect, and analysis data. This study worked to develop an understanding of how to create a positive environment and shared leadership to empower the building culture. A pragmatic approach was used to understand the current state of the cultural environment to ascertain the accounts and develop an approach to empower staff through data analysis and implementation of the researched based practices. Quantitative and qualitative measures of surveys and interviews were used to determine the value and validity of a positive environment and the importance of shared leadership in developing an empowered building culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580984 The Impact of a Positive Environment and Shared Leadership to Empower Collegial School Culture ProQuest LLC Ed.D. Dissertation, University of Arkansas 2017-00-00 978-0-3554-3769-0 171 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:10639351 2018 As Provided JAN2020

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No Higher Education Teaching Methods Online Courses Educational Technology Technology Uses in Education Statistical Analysis Teacher Attitudes Student Attitudes College Students College Faculty Hypothesis Testing Social Media Surveys Learner Engagement Ramirez, Dulce M. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education The increasing use of online pedagogy in higher education has revealed a need to analyze factors contributing to student engagement in online courses. Throughout the past decade, social media has been a growing influence in higher education. This quantitative cross-sectional study examined the attitudes of students and faculty towards computer technology and Twitter for educational use. Four research questions were formulated, and four null hypotheses were tested on differences between students and faculty, taken together. These were H[subscript 0]1, attitudes toward the use of computers for learning and student engagement; H[subscript 0]2, attitudes toward the use of Twitter for learning and student engagement; H[subscript 0]3, attitudes toward the use of computers for learning/engagement based on the number of courses taken online; H[subscript 0]4, attitudes toward Twitter for learning/engagement based on number of online courses taken. A total of 127 students and 50 faculty were administered the 30-item Attitude Toward Computer Technology for Educational Purposes Survey. The hypotheses were tested with the Mann-Whitney U and Jonckheere-Terpstra tests. For H[subscript 0]1, H[subscript 0]2, and H[subscript 0]4, no significant differences were found between students and faculty on the variables. For H[subscript 0]3, significant differences were found. Attitudes toward computers for educational purposes between students and faculty differed based on number of online courses taken (6-10 online courses, U = 950, p = 0.046; 10 or more online courses U = 1,396, p = 0.015). Implications for practice include administrators' sanction of social media for educational use and provision of professional development training for faculty, with follow-up and refresher workshops. For students, mandatory orientation courses and additional courses in the use of Twitter for education could be instituted. Student-faculty forums may help participants feel more at ease with social media use in education. Further research is recommended for quantitative studies, such as replication of the current study at other universities with larger samples, as well as separation of student and faculty survey responses. Qualitative studies could include interviews with students and faculty on reluctance to use technology and Twitter in education, and suggestions for overcoming barriers. Use of these tools can provide many pedagogical benefits for both university students and 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.] ED580262 Attitudes of Students and Faculty toward Using Computer Technology and Twitter for Online Learning and Student Engagement: A Cross-Sectional Analysis ProQuest LLC Ed.D. Dissertation, St. Thomas University 2017-00-00 978-0-3554-3355-5 170 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:10638336 2018 As Provided JAN2020

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No Charter Schools School Administration Administrator Attitudes Elementary Secondary Education Online Courses Qualitative Research Case Studies Teaching Skills Transfer of Training Interviews Administrators Sharp, Julin Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Elementary Secondary Education When hired to teach courses online, traditionally trained teachers may struggle to transition from non-online instructional delivery skills to research-based best practice strategies designed for the online classroom. The purpose of this qualitative exploratory case study was to examine how online K-12 charter school administrators perceived the instructional skills transferal of newly hired online charter school teachers with no online teaching training. In this study, seven online K-12 charter school administrators from Eastern Pennsylvania were interviewed and asked open-ended questions. The general research question was How did online K-12 charter school administrators perceive the instructional skills transferal of newly hired online charter school teachers with no online teaching training? The conceptual framework included social constructivism and the community of inquiry framework. The four themes found in the data were pedagogical skills vs lack of technology training, transitional obstacles and traditionally trained teachers, transitional obstacles and novice teachers, and lack of effective online facilitation characteristics. The implication of the study was the need for personalized ongoing transition training. Recommendations are for online school leaders to develop an online teaching transition plan designed to help online administrators conduct ongoing evaluations of newly hired teachers' technology, pedagogical, teacher presence, and online community building skills' levels. Online leaders must continue to develop and define plans and online best practices as technology changes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580263 Online K-12 Charter School Administrators' Perceptions of Newly Hired Teachers' Transferal Skills ProQuest LLC EDD/CI Dissertation, University of Phoenix 2017-00-00 978-0-3554-1438-7 136 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:10638485 2018 As Provided JAN2020

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Yes Foreign Countries College Students Computer Science Education Blended Learning Educational Strategies Teaching Methods Programming Internet Distance Education Cooperative Learning Independent Study Djenic, Slobodanka Mitic, Jelena Speeches/Meeting Papers Reports - Descriptive Serbia English Higher Education This paper presents teaching strategies and methods, applicable in modern blended environments for learning of programming. Given the fact that the manner of applying teaching strategies always depends on the specific requirements of a certain area of learning, the paper outlines the basic principles of teaching in programming courses, as well as the possibilities for applying modern teaching strategies in this area. Blended learning of programming is gaining dominance in higher education, through combining traditional and modern technologies and teaching methodologies in classroom and via the internet: in traditional courses--with lessons in the classroom and regular additional forms of teaching via the Internet and in distance courses--with regular lessons and additional forms of teaching in the classroom/via the internet. This paper describes teaching strategies which are implemented within the blended programming traditional and distance courses in the School of Electrical and Computer Engineering of Applied Studies in Belgrade: Programming fundamentals, Programming languages and Object oriented design. The methods recommended for carrying out teaching strategies in this area have been described: modernized teaching strategies and the increasingly popular strategies of collaborative, situated and self-directed learning. Considering all the above, this paper can in fact motivate teachers in the given area to improve their teaching and adjust it to modern generations of students. [For the complete proceedings, see ED579395.] ED579455 Teaching Strategies and Methods in Modern Environments for Learning of Programming International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 10 As Provided JAN2020

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Yes Computer Simulation Teaching Methods Learning Processes Learning Theories Transfer of Training Models Scaffolding (Teaching Technique) Learner Engagement Teacher Student Relationship Adams, Nan B. Speeches/Meeting Papers Reports - Descriptive English Society's relationship to knowledge and what is considered to be factual is changing. Effective teaching models focused on leveraging strategic control of the knowledge from teachers to learners in virtual learning environments are critical to insuring a positive path is charted. The Knowledge Development Model serves as the guide for determining how to move learners through stages of knowledge acquisition to knowledge application and ultimately to knowledge generation in virtual settings. Instructional strategies for fostering student engagement in a virtual learning environment are identified as critical, and a number of relevant theories focusing on student learning, affect, needs and adult concerns are presented to provide a basis for transfer of knowledge from teacher to learner. The validated (2009, Adams, DeVaney & Sawyer) Knowledge Development Model combines the dimensions of knowledge approach, knowledge authority and teaching approach to demonstrate the recursive and scaffolded design for creation of virtual learning environments. [For the complete proceedings, see ED579395.] ED579456 The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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No Student Empowerment Case Studies School Culture Program Implementation Teacher Student Relationship Academic Achievement Alexander, Blaine G. Dissertations/Theses - Doctoral Dissertations Arkansas EISSN- English Student voice is the process of allowing students to work collaboratively with adults to produce a learning culture that is conducive for optimum growth in every student. In a traditional setting, the adults make the decisions and the students are passive observers in the learning process. Data has shown that this traditional culture is not advantageous to student learning for all students. Research has shown that students are seven times more academically motivated when they have the opportunity to have a voice in their personal learning process (Quaglia, 2016). This case study centered on the Northeast Arkansas Regional Student Voice Initiative. The focus of this study was to determine what factors, elements, or components need to be in place for student voice to flourish as well as how student voice creates a positive impact in school culture. The coding revealed the emergence of nine themes: 1) leadership support, 2) time for implementation, 3) buy-in from teachers, 4) teacher training, 5) school procedural impact, 6) student / teacher relationships, 7) student leadership, 8) student-teacher collaboration, and 9) 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.] ED580985 Student Voice Initiative: Exploring Implementation Strategies ProQuest LLC Ed.D. Dissertation, University of Arkansas 2017-00-00 978-0-3554-8962-0 124 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:10641948 2018 As Provided JAN2020

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No Literacy Education Culturally Relevant Education Multiple Literacies Teaching Methods Self Concept Social Networks Rural Areas Discourse Analysis Guidelines Educational Practices Mehta, Rohit Dissertations/Theses - Doctoral Dissertations EISSN- English Written as two interconnected articles, this dissertation study is about identifying literacy practices that are inclusive of multiple ways of being, knowing, and doing. Using these, the purpose of this study is to create a framework of inclusive literacy practices that teachers and researchers can use--implement and refine--based on their contextual needs and expectations. Driven by the rhetorical question of "What does it means to be literate?" I use three lenses of culturally sustaining pedagogy, transdisciplinary thinking, and multiliteracies to challenge normative practices that dominate acceptable ways of being, knowing, and doing in the world. To achieve this, I conducted a two-part study. In this first part, I reviewed 170 highly cited articles to compile a framework of ten literacy practices--five for learners and five for teachers--that I call Culturally sustaining, Transdisciplinary, Multiliteracies (CTM) Practices. Using this preliminary framework, I offered a set of guidelines for teachers to implement it in their classrooms. In the second part, to test the feasibility of the framework, I situated myself in an underrepresented context in multicultural education--a predominantly white rural school, and studied the affordances and constraints of the framework. I designed an embedded case study and used ethnographic methods and critical discourse analysis to analyze the framework. I found that CTM Practices framework faced four major challenges: "forms of marginalization disguised in practices of social networking," "distancing from experiences of other people and places," "conflict between discourses of school and self," and "siloed practices and definitions of literacies." I offered resolutions for each of the challenges, and found the framework to be adaptable to the rural contexts. I call for further implementation of this framework across new contexts to test its feasibility. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580986 What Does It Mean to Be Literate? Designing and Implementing a Framework of Inclusive Literacy Practices in a Rural Context ProQuest LLC Ph.D. Dissertation, Michigan State University 2017-00-00 978-0-3554-9337-5 104 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:10641951 2018 As Provided JAN2020

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No Teacher Attitudes Teaching Methods Reading Instruction Reading Strategies Faculty Development Grade 3 Grade 4 Grade 5 Federal Programs Educational Indicators Case Studies Educational Strategies Reading Achievement Constructivism (Learning) Reading Consultants Communities of Practice Joyner, Barbara Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Grade 3 In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices, challenges, and perceptions of current instructional strategies and changes needed to improve students' reading achievement. This study was grounded in the constructivist theoretical framework of Vygotsky. Twelve educators from Grades 3 through 5 and a reading specialist participated in this study. The data were collected from interviews, minutes from professional learning community meetings, and the district guidelines for instruction. Data analysis included open coding to determine common patterns and development of common themes. Findings indicated that teachers described the district learning strategies and guidelines as aligned with the reading curriculum map, and they saw the reading specialist as a valuable resource. Teachers specified that although they were trained in district-recommended strategies, they needed more professional development and support to implement the reading strategies effectively. Teachers wanted job-embedded professional development (PD) to help them develop expertise in implementing effective reading instruction to increase student achievement. To address this, a professional learning community PD project was created. Participation in the PD project may help teachers to implement reading instruction using research-based strategies in accord with district guidelines to improve student reading 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.] ED579992 Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3553-7553-4 219 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623752 2018 As Provided JAN2020

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No Attendance Patterns Academic Achievement Standardized Tests National Competency Tests Scores Achievement Gap Urban Areas Ginsburg, Alan Jordan, Phyllis Chang, Hedy Reports - Research United States National Assessment of Educational Progress ISSN- Attendance Works English This state-by-state analysis of national testing data demonstrates that students who miss more school than their peers consistently score lower on standardized tests, a result that holds true at every age, in every demographic group, and in every state and city tested. The analysis is based on the results of the 2013 National Assessment of Educational Progress (NAEP). It compares attendance rates and NAEP scores for every state and for 21 large urban areas. ED579993 Absences Add Up: How School Attendance Influences Student Success Attendance Works 2014-08-00 Annie E. Casey Foundation Campaign for Grade-Level Reading W.K. Kellogg Foundation 16 Attendance Works. 200 Granville Way, San Francisco, CA 94127. e-mail: info@attendanceworks.org; Web site: http://www.attendanceworks.org/ N/A http://www.attendanceworks.org/wp-content/uploads/2017/05/Absenses-Add-Up_September-3rd-2014.pdf 2018 0 As Provided JAN2020 ED577564

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No Disproportionate Representation Entrepreneurship Mixed Methods Research Academic Persistence STEM Education Graduate Study Comparative Analysis College Students Semi Structured Interviews Business Ownership School Business Relationship Goodwyn, Kamela Joy Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Small businesses with emphasis in science, technology, engineering and math (STEM) are catalytic in launching the United States' global presence and competitiveness into the twenty-first century through innovation and technology. The projected growth compared to non-STEM occupations, is almost twice as high for STEM occupations which further demonstrates the necessity of preparing more STEM workers for the needs gap. Higher institutions play a crucial role in growing STEM education by preparing students through curriculum and graduating conversant learners of the profession. However, the low percentage of minorities enrolling in STEM programs and the increased college drop-out rate compared to other students impacts the number of minority-owned STEM business. The lack of minority-owned STEM businesses further impacts the expansion of research on ethnic-based illnesses and influences employment in minority communities. The purpose of this study is to examine if postsecondary persistence approaches for minority students towards graduate STEM programs and entrepreneurial curricula within STEM coursework influences the number of minority-owned STEM businesses. The study utilized an explanatory sequential mixed methods study in two phases collecting data from participants of a Louis Stokes Alliances for Minority Participation (LSAMP) program. The first phase consisted of a quantitative survey designed by the researcher and the second phase, involved qualitative semi-structure telephone interviews with 13 randomly selected LSAMP participants. The quantitative findings of the study showed no correlation between participation in entrepreneurship activities and the intent to open a STEM -related business. Additionally, the qualitative findings revealed themes in two categories; persistence in STEM and STEM entrepreneurship. Minority STEM students persist to graduate school because of 1) Financial support, 2) Research conferences, 3) Academic support and access to timely resources, and 4) Peer support. Furthermore, minority STEM students' influences towards STEM entrepreneurship are improved through 1) STEM professors, 2) Self-motivation and 3) Entrepreneurship education. The results of the study offer suggestions to administration of higher institutions towards improving minority-owned STEM businesses. First, increasing academic support for upperclassmen and coordinating timely graduate school resources. Secondly, identifying STEM professors who are qualified to teach components of entrepreneurship in STEM courses, investigating STEM curricula with a business or finance component and developing partnerships with local business 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.] ED579994 Underrepresented Entrepreneurship: A Mixed Method Study Evaluating Postsecondary Persistence Approaches for Minorities in Science Technology Engineering Math (STEM) to Graduate Studies and STEM Entrepreneurship Education ProQuest LLC Ph.D. Dissertation, Cardinal Stritch University 2017-00-00 978-0-3552-4526-4 217 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:10623710 2018 As Provided JAN2020

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No Service Learning Student Attitudes College Students Vacation Programs Outcomes of Education Personal Narratives Cross Cultural Training Social Cognition Citizenship Responsibility Mann, Jessica Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education Service-learning initiatives often serve as higher education's approach to achieving institutional goals of fostering students' civic growth. Alternative Spring Breaks (ASBs), defined in this study as short-term immersion trips developed to engage college students in direct service experiences, have been understudied as service-learning programmatic options in higher education, thus leaving little to no indication of the larger context of the service experience, nor its participant outcomes in terms of civic engagement (Jones, Robbins, & LePeau, 2011). This study addresses gaps in researcher and practitioner understanding of ASBs, by uncovering long-term effects of these widely utilized, yet under-researched programs. Through a narrative inquiry methodology, this study captures the stories of five alternative spring break participants from a mid-sized suburban private institution which organizes two domestic ASBs yearly. The respondent narratives speak to service-learning's ability to not only engage students in cross-cultural experiences, but to also cross internal borders within themselves, challenging pre-conceived notions of otherness and social issues. This study highlights the aesthetic and emotive meaning participants ascribe to their service experience long-term, noting shifts in their civic mindfulness and cultural sensitivity as well as propensity to civically engage postgraduation. By studying students' experiences with border-crossing, challenging pre-conceived notions of difference, and individual civic responsibility development, this study unpacks the alternative spring break participant perspective shift and development experience. Through the use of Dewey's philosophy of education and Giroux's theory of border-crossing, this study sheds light on the blind spots of service-learning, specifically ASBs, generating critique of the pedagogy in the hope of advancing the field, and ultimately the experience for future alternative spring break participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579238 Crossing Borders for Civic Engagement: A Narrative Inquiry of Service-Learning's Participant Perspectives ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9120-2 182 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:10645866 2018 As Provided JAN2020

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No Clinical Experience Simulation Anatomy Physiology Visual Aids Automation Computer Assisted Instruction Mixed Methods Research Usability Nelson, Douglas Allen, Jr. Dissertations/Theses - Doctoral Dissertations EISSN- English Adoption of simulation in healthcare education has increased tremendously over the past two decades. However, the resources necessary to perform simulation are immense. Simulators are large capital investments and require specialized training for both instructors and simulation support staff to develop curriculum using the simulator and to use the simulator to train students. Simulators require staff to run the simulator, and instructors must always be present to guide and assess student performance. Current simulators do not support self-learning by students. Thus, the expensive simulators sit idle most of the day. Furthermore, simulators are minimally customizable, resulting in programs often being required to purchase simulators that have more functions and features than needed or that cannot be upgraded as needs change. This dissertation presents the development of BodyExplorer, a system designed to address limitations of current simulators by reducing the resources required to support simulation in healthcare education, enabling self-use by students, and providing an architecture to support modular and extensible simulator development and upgrades. This dissertation discusses BodyExplorer's initial prototype design, integration, and verification, as well as development of the modular architecture for integrating sensors, dynamic displays of anatomy and physiology, and automated instruction. Novel sensor systems were integrated to measure user actions while performing (simulated) medication administration, cricoid pressure application, and endotracheal intubation on a simulation mannequin. Dynamic displays of anatomy and physiology, showing animations of breathing lungs or a beating heart, for example, were developed and integrated into BodyExplorer. Projected augmented reality is used to show users underlying anatomy and physiology on the surface of the mannequin, allowing users to see the internal consequences of their actions. An interface for supporting self-use and showing additional views of anatomy was incorporated using a mobile display. Using the projected images, mobile display, and audio output, a virtual instructor was developed to provide automated instructions to users based upon real-time sensor measurements. Development of BodyExplorer was performed iteratively and included feedback from endusers throughout development using user-centered design principles. The mixed-methods results from three usability testing sessions with end-users at two academic institutions will be presented, along with the rationale for design decisions that derived from the results. Built upon feedback received during usability testing, the results from two scenarios of automated instruction will be provided by demonstrating examples of learning to apply cricoid pressure and learning to administer (simulated) medications to control heart rate. Discussion will also be provided regarding how the automated instruction techniques can be extended to provide training in other healthcare 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.] ED579239 A Modular and Extensible Architecture Integrating Sensors, Dynamic Displays of Anatomy and Physiology, and Automated Instruction for Innovations in Clinical Education ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9129-5 261 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 N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10645875 2018 As Provided JAN2020

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No Academic Achievement Mathematics School Districts Grade 6 Mathematics Achievement Mathematics Tests Comparative Analysis Mathematics Skills Public Schools Quasiexperimental Design Scott, April Dissertations/Theses - Doctoral Dissertations Nebraska EISSN- English Grade 6 The sixth grade is very important for education stakeholders, as it marks the beginning of the transition period for students to high school. No consensus has been reached so far among scholars on whether block scheduling is the best way to provide students the time that is necessary to facilitate effective learning and the retention of knowledge. The purpose of this quasi causal-comparative, ex-post facto study was to determine the effectiveness of block scheduling in improving the mathematical performance of sixth-grade students by using data from a selective Nebraska public school system regarding the performance of its sixth-grade students on their state assessment evaluation scores in traditional and nontraditional schedules. The researcher analyzed the results of a mathematics assessment from one school in the Nebraska public school system, using data from learners at the sixth-grade level as the specific purposeful sample. The results indicated that there were no significant differences found in student mathematical proficiency scores for each type of scheduling. This suggests that the type of scheduling of mathematics courses does not influence a student's mathematical achievement. This conclusion also held true when comparing the students of various races, free or reduced lunch status, and genders. Due to limitations including missing data and an intermittent block schedule, the researcher cannot conclude that block scheduling improves academic performance; further studies 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.] ED580264 Block Scheduling and Students' Achievement in Mathematics in a Selected Nebraska School District ProQuest LLC Ed.D. Dissertation, University of South Dakota 2017-00-00 978-0-3553-9684-3 108 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:10638508 2018 As Provided JAN2020

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Yes Singing Preschool Children Music Education Achievement Quasiexperimental Design Experimental Groups Control Groups Comparative Analysis Statistical Analysis Intonation Accuracy Learning Activities Teaching Methods Foreign Countries Blaškovic, Jelena Journal Articles Reports - Research Croatia ISSN-1318-6876 English Singing education is an important segment of educating students--future preschool teachers at faculties of preschool teacher education. Singing is an elementary mode of children's music expression. The task of future preschool teachers is to gain knowledge and awareness about the importance and influence of singing on children's development. Because children learn through imitation, there is a strong effect to be found in the preschool teacher's singing which entails intonational stability, steady rhythm and text articulation. This research was founded on quasi-experimental method of pedagogic research and it examined the way in which various modes of learning influence the intonational and melodic abilities development and the voice range of the subjects. Female students of Faculty of Teacher Education in Zagreb-Department of Petrinja (N = 36) participated in the research which lasted two academic years (2012/2013 and 2013/2014). They were divided into two groups, experimental and control group. The research lasted fifteen-weeks. According to Mann Whitney U test results, we found statistically significant progress in intonational and melodic accuracy, and widening the voice range of the experimental group, in comparison with the control group. The research yielded the conclusion that singing activity through a certain time period, whether led by expert vocal instructions, or intuitive singing, leads to progress in intonational and melodic accuracy and widening the voice range. ED580265 The Effect of Singing Education on Some Preschool Education Students' Music Achievements Online Submission The Journal of Music Education of the Academy of Music in Ljubljana v23 p17-37 2015 2015-00-00 23 N/A 2018 34 As Provided JAN2020

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No Textbooks Mixed Methods Research Personality Traits Personality Measures Research Projects Interviews Resource Units Shared Resources and Services Electronic Publishing Educational Technology Technology Uses in Education Scores Textbook Evaluation Hodge, Zach Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Tullahoma City Schools, a rural district in Middle Tennessee, recently switched from traditional static textbooks to an online, open educational resource platform. As a result of this change the role of curator, a teacher who creates the Flexbook by compiling and organizing content, was created. This research project sought to add to the limited existing research regarding OER/online textbook programs and become some of the first research examining the curator role. The research sought to identify the characteristics of quality curators by utilizing a mixed methods approach with two cycles of data collection. The first cycle examined a curator's Achieve OER score (quality of the Flexbook, evaluated by current users) in relation to their scores on the Big Five Inventory (a personality assessment) and the TEAM Evaluation scores (a state mandated teacher evaluation). After statistical analysis of these data, curators were divided into three levels of quality and participants were randomly selected for interviews from each of these levels. These data revealed that personality traits that fall under the Big Five dimensions of Conscientiousness and Extroversion had a consistent statistical relationship with a curator's Achieve score. Additionally, the data revealed indicators under the domains of Instruction and Environment had a statistically significant positive relationship with certain Achieve rubrics. Interviews with curators revealed an emphasis on organization and hard work, as well as a utilization of teaching experience and past professional development opportunities as key to creating a high quality Flexbook. Based on this study, researchers were able to recommend an ideal candidate for the role of Flexbook curator as an individual who has a high score of Conscientiousness and low score of Extroversion on the Big Five Inventory, has high TEAM evaluation scores in Instruction and Environment, has teaching experience in the same subject with a higher education, and a long history of successful professional 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.] ED580744 Characteristics of Quality OER Textbook Curators: An Analysis of Tullahoma City Schools' Flexbook Curators ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3552-9271-8 192 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:10624521 2018 As Provided JAN2020

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No High School Students Educational Policy Attendance School Policy Improvement Programs Academic Achievement Response to Intervention Discipline Problems Referral Program Effectiveness Program Implementation Outcomes of Education Randolph, Jack Lowell Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools Educational reform is at the forefront of legislatures and school districts across the United States (Hattie, 2011). To find and employ high school improvement initiatives that lead to improved educational experiences for students, educational leaders must examine in great detail what systems have been successful and then modify the initiatives to fit the characteristics of their particular school districts (Berliner & Glass, 2015). The purpose of this study was to determine the effectiveness of initiatives one Midwestern high school implemented beginning in 2012. The initiatives implemented included the Tardy Sweep policy, Response to Intervention (RtI) program, and a Late Work policy. The data collected were archival and reflected the school years from 2010-2011 through 2015-2016. Using descriptive statistics, the findings demonstrated an improved attendance rate, a decline in discipline referrals, and decreased failure rate with the implementation of these initiatives at one Midwestern high school. The findings of this study provide a compelling argument for the implementation of the three initiatives at other high 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.] ED580745 A Study of High School Improvement Initiatives and the Impact on School Achievement ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-6790-7 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10634225 2018 As Provided JAN2020

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No One Parent Family Community Colleges Two Year College Students Student Attitudes Qualitative Research Models Semi Structured Interviews Self Efficacy Inquiry Personal Narratives Academic Achievement Mothers Bober, Delia A. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges The purpose of this qualitative study was to explore and understand single-mother community college students' perceptions of their ability to succeed. The theoretical framework that guided this research was Bandura's (1977) social cognitive theory concept of self-efficacy, defined as a person's belief in his or her ability to succeed. Given prevalent deficit mindset surrounding the single-mother population, this study sought to flip the negative narrative and investigate these students through a strengths-based lens. In this narrative inquiry study, I collected data through semi-structured interviews of seven single-mother students at a large Midwestern community college. Utilizing a three-dimensional model, participants shared their life histories, current realities, and future visions leading to an understanding of participants' perceptions of academic success. Data analysis was completed using narrative analysis techniques from both Connelly and Clandinin (1990) and Luttrell (2010). Seven themes emerged in relation to single mothers' views of academic success: (a) Range in Parental Perceptions in Relation to Success; (b) Educational Upbringings--A Sense of Not Belonging; (c) Overcoming Abusive Environments; (d) The Community College Paradox--Barriers and Supports to Success; (e) Common Motivators to Success--Children and Single Motherhood; (f) A Positive Shift in Self-Efficacy; and (g) Perceptions and Future Aspirations of Success--"Finishing the Degree" and Paying It Forward. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579240 Singled Out for Success: A Narrative Inquiry of Single Mothers in the Community College ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8571-3 276 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:10645446 2018 As Provided JAN2020

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No Feedback (Response) Student Attitudes Video Technology Electronic Mail Student Motivation Comparative Analysis Multimedia Instruction Retention (Psychology) Cognitive Style Educational Technology Perkoski, Robert R. Dissertations/Theses - Doctoral Dissertations EISSN- English Computer technology provides a plethora of tools to engage students and make the classroom more interesting. Much research has been conducted on the impact of educational technology regarding instruction but little has been done on students' preferences for the type of instructor feedback (Watts, 2007). Mayer (2005) has developed an integrative, cognitive theory of multimedia learning (CTML) stipulating a principle that deeper learning occurs with words and pictures rather than words alone. This multimedia principle may be relative to not just instruction but also feedback. Does multimedia feedback using screencast video with audio increase the motivation of the learner over text based email feedback? This study will compare the impact of text based email feedback defined as instructor comments via email with no pictures, graphics, or animation versus multimedia based feedback using video screencasts with audio. In addition, this study will look at the impact of learning preference on student perceptions for the two different feedback types. After comparing two groups of students each receiving different feedback treatments, the results indicate support for a higher rating by students regarding the clarity of instructor's comments, retention of information, motivation for the subject and motivation for the class with the multimedia based feedback. This result is in alignment with the cognitive theory of multimedia learning. However, there was limited evidence for the interaction between learning preference and type of feedback. Findings are discussed in regards to the study, the literature 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.] ED579241 The Impact of Multimedia Feedback on Student Perceptions: Video Screencast with Audio Compared to Text Based eMail ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9141-7 148 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:10645887 2018 As Provided JAN2020

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Yes Teacher Attitudes Electronic Learning Elementary School Teachers Middle School Teachers Secondary School Teachers High Schools Differences Teacher Surveys Readiness Technology Integration Technological Literacy Public School Teachers Christensen, Rhonda Knezek, Gerald Speeches/Meeting Papers Reports - Research English Elementary Education In a study involving 1414 elementary, middle school, and high school teachers from a large school district in the southwestern USA, the authors examine the similarities and differences among teachers at the three levels of K-12 education common in US school systems: elementary, middle school and high school. Major findings are that elementary school teachers are typically more open to mobile learning based on analysis of scores for three of the four factors (Possibilities, Benefits, and Preferences) assessed by the Mobile Learning Readiness Survey. For the fourth factor on the MLRS (External Influences), elementary teachers less strongly agree than either their middle school or high school counterparts that external influences determine whether it is practical to use mobile learning for teaching and learning in a classroom-centered context. [For the complete proceedings, see ED579395.] ED579457 Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 18 As Provided JAN2020

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Yes Educational Principles Learning Processes Vignettes Demography Blended Learning Tutorial Programs Feedback (Response) Mathematics Education Statistics Undergraduate Students Problem Based Learning Cognitive Style Social Cognition Learning Theories Data Analysis Foreign Countries Tempelaar, Dirk Speeches/Meeting Papers Reports - Research Netherlands English Higher Education This empirical study aims to demonstrate how Dispositional Learning Analytics can contribute in the investigation of the effectiveness of didactical scenarios in authentic settings, where previous research has mostly been laboratory based. Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analyse the use of worked examples by students. Our method is to combine demographic and trace data from technology enhanced systems with self-reports of several contemporary social-cognitive theories. We find that the same maladaptive learning orientations that play a role in worked examples learning theories as to explain the effectiveness of worked examples do predict the use of worked examples: this time in the role of individual learning dispositions. [For the complete proceedings, see ED579395.] ED579458 How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 20 As Provided JAN2020

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Yes Distance Education Educational Technology Technology Uses in Education Technological Literacy College Students Blended Learning Competence Models Computer Use Internet Computer Mediated Communication Communications Information Management Attendance Knowledge Level da Silva, Ketia Kellen A. Behar, Patricia A. Speeches/Meeting Papers Reports - Descriptive English Higher Education This article presents the development of a digital competency model of Distance Learning (DL) students in Brazil called CompDigAl_EAD. The following topics were addressed in this study: Educational Competences, Digital Competences, and Distance Learning students. The model was developed between 2015 and 2016 and is being validated in 2017. It was created based on theoretical references and the mapping of competences in two classes, one a strictly distance learning undergraduate course and another a hybrid graduate course, to list the digital competences of students in this modality. As a result, a set of competences was obtained. It was analyzed by the DL students and specialists. Based on the results, the model was composed of seven general competences: (1) Computer use; (2) Internet and online communication; (3) Communication; (4) Information Management; (5) Creation and development of digital content; (6) Virtual profile management; and (7) Online Attendance. Currently, this model is in the final validation phase. The aim is that research results will support both the students and professors in the construction of digital competences in the DL modality. [For the complete proceedings, see ED579395.] ED579459 Digital Competence Model of Distance Learning Students International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 25 As Provided JAN2020

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No Principals Faculty Development Teacher Administrator Relationship Academic Achievement Adult Learning Surveys Interviews Price, Kimberly Jacob Dissertations/Theses - Doctoral Dissertations Pennsylvania EISSN- English Professional development is supposed to increase instructional capacity in teachers. It is well funded by the Elementary and Secondary Education Act, which also provides clear expectations for activities and programs that research suggests make it effective in improving student learning (Ball & Cohen, 1999; Banilower et al., 2006; Gersten et al., 2014; Guskey, 2000; Loveless, 2014; Yoon et al., 2007). These guidelines are not commonly in practice (National Center for Education Statistics, 2012; Wei et al., 2009). Of all the actors in all the layers of the school system, principals are ideally situated to facilitate professional development that improves student learning (Hallinger & Heck, 1996; Holland, 2009; Honig & Venkateswaran, 2012; Leithwood & Louis, 2011; Sabina, 2014; Sullivan & Glanz, 2013). If principals know what research says about effective professional development for teachers, they may be better equipped to implement professional development designs that enhance student learning. This study explored the factors principals in a county in southwestern Pennsylvania take into account when choosing professional development programs for teachers. Through a survey and series of interviews, principals described their consideration of the best practices suggested by empirical research, teacher agency, adult learning theory and the limiters they face when making decisions. The study concluded that principals value engaging activities for teachers, but not the power of teacher agency in their own learning. By making decisions with teachers about the teachers' growth, principals may help balance the tension between school and district goals and the goals of their teachers as 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.] ED579242 Factors Principals Consider When Choosing Professional Development for Teachers ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9153-0 172 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:10645899 2018 As Provided JAN2020

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No Elementary School Students Elementary School Teachers Reading Writing (Composition) School Culture Teacher Student Relationship Classroom Environment Grade 2 Interaction Teacher Expectations of Students Reading Instruction Writing Instruction Student Participation Ramirez-DelToro, Ginny Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education This dissertation reports on how features of interactions and instruction contributed to an elementary classroom culture of reading and writing that students and their teacher worked together to develop. Positioning theory informed analysis of participants' interactions as they used texts in social and academic ways. The theory of figured worlds and the sociocultural theory of literacy drove data generation during the eight months spent collecting data in a second grade classroom and during coding and analysis. The research answers the following questions: How do interactions, routines, and rituals in the classroom develop a classroom culture around reading and writing? (a) What kinds of interactions take place between the teacher and the students? (b) What kinds of interactions take place between students? (c) What routines and participation structures become an important part of classroom activities? Findings on the teacher were that her expectations for student interactions fostered storylines of care and respect among students; she used specific terms of address to position students academically and socially; and her expectation for participation led students to engage in talk during literacy instruction that demonstrated consistent agreement with and acceptance of each other's contributions. That talk did not include purposeful argumentation or challenging of each other's ideas. Findings about students were that they brought academic talk into social spaces; they brought social talk into academic spaces, and they used language from various sources to engage in simultaneously social and academic positioning. Findings align with existing research on how teachers' positioning can foster positive student interactions during reading and writing instruction, and how students' positioning during reading and writing is social and academic. This study also contributes insights about how teachers can engage students in respectful, inclusive participation and dialogue to create space for everyone to discuss texts without silencing. Implications for practice urge teachers to take up forms of talk like those that the teacher in this study used to foster among students care for each person's worth, and to extend that care as students and the teacher interact in developmentally appropriate critical literacy practices with texts to consider representations of race and 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.] ED579243 "Technically, I'm the One Who Came up with the Group": The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9159-2 253 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10645905 2018 As Provided JAN2020

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No Blended Learning Mixed Methods Research Teacher Surveys Administrator Surveys Interviews Teacher Administrator Relationship Models Measurement Techniques Student Needs Individualized Instruction Decision Making Success Criteria Student Motivation Mathews, Anne Dissertations/Theses - Doctoral Dissertations EISSN- English Blended learning is a teaching technique that utilizes face-to-face teaching and online or technology-based practice in which the learner has the ability to exert some level of control over the pace, place, path, or time of learning. Schools that employ this method of teaching often demonstrate larger gains than traditional face-to-face programs due to their increased ability to differentiate, scaffold, and assess students using a variety of methods. This study sought to determine ways blended-learning models, as perceived by administrators and teachers, contribute to student success; to what extent practitioners in blended models attribute their students' success to the models they employ; how blended-learning schools are measuring student success; and how administrators are supporting teachers in their use of blended techniques. In this mixed-methods study, the researcher collected survey data from 230 teachers and 43 administrators in blended-learning programs, interviewed teachers and administrators at two school sites in the Southwestern most region of the United States, conducted classroom observations, and conducted reviews of participating schools' Local Control Accountability Plans and mission statements. Results yielded five consistent themes: an understanding of the needs of students to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school structures and programs, and an increased level of student choice to combat low levels of motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580746 Blended Learning: A Mixed-Methods Study on Successful Schools and Effective Practices ProQuest LLC Ed.D. Dissertation, San Diego State University 2017-00-00 978-0-3552-6715-0 197 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:10634258 2018 As Provided JAN2020

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No Textbooks Mixed Methods Research Personality Traits Personality Measures Research Projects Interviews Resource Units Shared Resources and Services Electronic Publishing Educational Technology Technology Uses in Education Scores Textbook Evaluation Brewer, Matt Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Tullahoma City Schools, a rural district in Middle Tennessee, recently switched from traditional static textbooks to an online, open educational resource platform. As a result of this change the role of curator, a teacher who creates the Flexbook by compiling and organizing content, was created. This research project sought to add to the limited existing research regarding OER/online textbook programs and become some of the first research examining the curator role. The research sought to identify the characteristics of quality curators by utilizing a mixed methods approach with two cycles of data collection. The first cycle examined a curator's Achieve OER score (quality of the Flexbook, evaluated by current users) in relation to their scores on the Big Five Inventory (a personality assessment) and the TEAM Evaluation scores (a state mandated teacher evaluation). After statistical analysis of these data, curators were divided into three levels of quality and participants were randomly selected for interviews from each of these levels. These data revealed that personality traits that fall under the Big Five dimensions of Conscientiousness and Extroversion had a consistent statistical relationship with a curator's Achieve score. Additionally, the data revealed indicators under the domains of Instruction and Environment had a statistically significant positive relationship with certain Achieve rubrics. Interviews with curators revealed an emphasis on organization and hard work, as well as a utilization of teaching experience and past professional development opportunities as key to creating a high quality Flexbook. Based on this study, researchers were able to recommend an ideal candidate for the role of Flexbook curator as an individual who has a high score of Conscientiousness and low score of Extroversion on the Big Five Inventory, has high TEAM evaluation scores in Instruction and Environment, has teaching experience in the same subject with a higher education, and a long history of successful professional 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.] ED580747 Characteristics of Quality OER Textbook Curators: An Analysis of Tullahoma City Schools' Flexbook Curators ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3552-9269-5 192 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:10623396 2018 As Provided JAN2020

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No Equal Education Females Information Technology Inclusion Qualitative Research Delphi Technique Labor Turnover Best Practices Career Choice Working Hours Training Professional Development Promotion (Occupational) Salary Wage Differentials Family Work Relationship Motivation Job Satisfaction Ehlert, Teresa Dissertations/Theses - Doctoral Dissertations EISSN- English This qualitative study employed a three-iteration classical Delphi design to determine consensus regarding retention strategies of women in the IT industry. There is a call for the information technology (IT) industry to hire and retain more women. Retaining such a valuable educated source would help fill the ever-rising need for skilled workers in the IT industry. The problem is that women leave the IT industry within the first few years of employment. A review of the litereature has shown there is no clear consensus in the industry or among experts regarding reasons women stay. The research question guiding the study was "What do you consider best practices of retaining women in the IT community?" Three sub-questions complimented the primary research question included 1) Why do you feel women leave the IT community within a short period of time? 2) Why do you feel women who leave choose another career path? 3) Why do you feel women stay in the IT community? The panel determined that implementing flexible work hours and more training and development opportunities would help retain women in the IT community. Women leave the industry primality due to no advancement opportunities and unequal pay. The primary reason women chose another career path was higher earning potential with a work-life balance. Finally, motivation to remain in the industry is that women love the work. An internal drive for great satisfaction and excellence drives the persistent appeal. This study lays the foundation 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.] ED580987 The Pursuit of Equality: Retaining Women in Information Technology ProQuest LLC Psy.D. Dissertation, The University of the Rockies 2017-00-00 978-0-3554-6415-3 146 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:10641608 2018 As Provided JAN2020

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No Teacher Attitudes Beliefs Disabilities Inclusion Preschool Education Preschool Children Early Childhood Education Preschool Teachers Special Education Teachers Comparative Analysis Student Development Social Development Emotional Development Language Acquisition Cognitive Development Teacher Influence Teacher Surveys Team Teaching Regular and Special Education Relationship Program Effectiveness Correlation Predictor Variables Maiorca-Nunez, Jessica Dissertations/Theses - Doctoral Dissertations California EISSN- English Preschool Education Evidence suggests preschool age students with disabilities (SWD) benefit from inclusive settings. Inclusive education has positive impacts on students' social-emotional, language, and cognitive skills. Yet, preschool age SWD continue to have limited access to inclusive education, and research suggests numerous reasons, including teacher practice. The setting of this study, a K-12 school district in Southern California, had not met expectations related to the percentage of children participating in inclusive settings and the percentage of children demonstrating improved developmental growth. Relevant literature suggests that teacher attitudes and beliefs are the most frequently reported barriers to inclusion of preschool age SWD. To this end, this study examined the differences between early childhood education and early childhood special education teachers' attitudes and beliefs and student growth outcomes across the special education program continuum, and it investigated whether teachers' attitudes and beliefs about inclusion impact the social-emotional, language, and cognitive outcomes of their students. For this study, 39 teachers completed a survey that investigated their attitudes and beliefs related to social-emotional benefits, academic benefits, outcomes of inclusive practices, and implementation of inclusion. In addition to teacher surveys, student assessment data (using the Desired Results Developmental Profile, 2015) of 182 students were analyzed to determine student growth in one year. Mean comparisons and multilevel modeling were used to determine if teacher attitudes and beliefs influenced student assessment outcomes. The analysis revealed that early childhood special education teachers had more positive attitudes toward the social-emotional benefits of inclusion of SWD than did early childhood education teachers. They also had more positive attitudes toward the implementation of inclusive practices. SWD participating in coteaching, inclusive models demonstrated higher social-emotional, literacy and language, and cognitive development growth outcomes than SWD participating in self-contained models. There was a correlation between teachers' attitudes and beliefs related to the social-emotional benefits and academic benefits of inclusion. Student participation in inclusion was a marginally significant predictor of higher social-emotional growth, and inclusion of students with speech and language impairments was a marginally significant predictor of higher cognitive growth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580988 Teacher Attitudes & Beliefs toward Inclusion of Students with Disabilities in Early Childhood Programs: Impacts on Assessment Outcomes ProQuest LLC Ed.D. Dissertation, California State University, Fullerton 2017-00-00 978-0-3554-9599-7 176 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:10641965 2018 As Provided JAN2020

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No Social Networks Technology Integration Higher Education Cooperative Learning Social Media Privacy Information Security Knowledge Level Surveys Abousoliman, Onsy Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education In response to the emerging and swiftly developing digital tools, this dissertation investigated integrating a specific category of these tools, social networks, in teaching in higher education. The study focused on exploring how social networks integration might impact the teaching/learning process and on investigating the challenges that could be faced when the integration is implemented. Three domains of literature were reviewed: literature on cooperative learning as the most relevant theory to the topic of the study, literature on information about social media and networks, and literature on empirical studies that investigated the integration of different types of social networks in teaching higher education courses. Most studies reported that social networks can promote learning and enhance collaboration when used in teaching. Few studies mentioned issues of privacy, security, and time consumption as negative outcomes; and lack of knowledge of use and technical difficulties as challenges. A brief survey on Christian fellowship as a theological integration focus was introduced, with an overview of the possible connections between it and cooperative learning. Based on the literature review and findings, the study recommended that instructors be encouraged to start or continue using social networks in their teaching. On the same basis, other practical recommendations for better future social networks integration in teaching were presented. The dissertation concluded with suggestions for further investigations 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.] ED580989 Integrating Social Networks in Teaching in Higher Education ProQuest LLC Ed.D. Dissertation, Biola University 2017-00-00 978-0-3554-7972-0 194 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:10641991 2018 As Provided JAN2020

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No Sexuality Teacher Behavior Student Behavior School Social Workers Role Case Studies Interviews Coding Prevention Intervention Barriers Delivery Systems Ruffin, Cedrina M. Dissertations/Theses - Doctoral Dissertations EISSN- English Incidents of sexual misconduct by educators continue to become more prevalent in the United States, resulting in negative social, emotional, and psychological effects on many students. School social workers are professionals with backgrounds in prevention, intervention, and advocacy; however, very little literature has examined the roles of school social workers in preventing and addressing teacher-student sexual misconduct. This case study explored school social workers' roles and their perceptions thereof in relation to incidents that involved teacher-student sexual misconduct and exploitation. General systems theory provided the framework for understanding the roles of social workers and their approaches to working with the different systems associated and connected with the entire education system, including teachers and students. Nine school social workers participated in 30-45-minute audiotaped, in-depth, face-to-face interviews and provided data for this study related to their roles and responsibilities in addressing sexual misconduct in schools. Transcribed interviews were coded, first using emergent open coding and then using focused/axial coding, to form 2 main themes. School social workers in this district were identified as having no well-defined primary or secondary roles related to prevention of and response to teacher-student sexual misconduct, which was reported to result from a number of barriers to school social workers' ability to deliver effective services. A reevaluation of school social workers' roles to include addressing crises such as sexual misconduct has the potential to promote positive social change by improving the educational system and the school's ability to provide a healthier 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.] ED580990 School Social Workers' Roles Involving Teacher-Student Sexual Misconduct and Exploitation ProQuest LLC Ph.D. Dissertation, Walden University 2017-00-00 978-0-3554-6874-8 123 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:10641996 2018 As Provided JAN2020

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No Motivation Foreign Countries Parent Participation Academic Achievement Stakeholders Partnerships in Education Qualitative Research Case Studies Semi Structured Interviews High Schools Family School Relationship Troupe, Kasan Dissertations/Theses - Doctoral Dissertations Jamaica EISSN- English High Schools Researchers have emphasized the importance of parental involvement in ensuring the educational success of children. Despite the recognized value, some stakeholders continue to struggle to leverage and sustain this partnership, which may encumber students' success. The purpose of this study was to gain an understanding of the factors influencing parental involvement in Jamaican high schools. This qualitative case study sought to unearth the motivational factors influencing parental involvement within a climate of educational accountability in Jamaican high schools. Grounded in Epstein's school-family-community partnership model, this study unearthed some of the differences and similarities of parental involvement within high schools that were described as high and under performing schools and what informed those differences. Sixteen participants from 4 high schools were interviewed using a semistructured interview guide. The data were analyzed thematically and interpreted against Epstein's theory. The findings of this study indicated that all stakeholders in a child's education had mutual interests and influences and an expressed desired to increase their involvement. The motivational factors driving their involvement varied from policies, beliefs, benefits, and personal challenges; parental involvement also differed in quality and quantity across schools and requires creativity in design for greater involvement, accountability, and impact. The strategic utility of these findings can assist in the creation of the home support engagements needed to remove the constraints impeding students and wider school success, thereby guiding students into successful directions, which is the epitome of 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.] ED580266 Motivations Influencing Home Support Engagements in Jamaican High Schools ProQuest LLC Ed.D. Dissertation, Walden University 2017-00-00 978-0-3554-1542-1 174 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10638638 2018 As Provided JAN2020

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No Transitional Programs High School Freshmen Grade 9 High Schools Program Implementation Qualitative Research Public Schools Academic Achievement Middle School Students Stakeholders Educational Change Barriers Mosley, Angela M. Dissertations/Theses - Doctoral Dissertations EISSN- English High Schools While the transition from middle school to high school symbolized the coming of age, it is a time in a young person's life that can create feelings of isolation, disconnect, and an immeasurable sense of loneliness (DeJong & Locker, 2006). The organizational structure found in most public high schools presented problems for many ninth graders as they made the transition to high school (DeJong & Locker, 2006). Analysis of research identified effective strategies aimed at creating a plan of success for ninth graders to include small learning communities and restructuring of traditional high schools (Cole, 2013; McMillan, 2012; Warden, 2011). Therefore, this study sought to follow the path of implementation of a freshman academy, review the success and challenges within the academy and gather personnel and parental perception of the academy. This basic descriptive qualitative study explored steps taken to implement a freshman academy, explored the positive and negative effects of the implementation, and the perception of the stakeholders regarding their role in the academy utilizing open-ended interview questions. Analysis of the data outlined the path of implementation and revealed three emerging themes: community, relationship, and consistency, interwoven throughout the experiences of all stakeholders. This final analysis revealed a small learning community providing the opportunity for students and staff to build trust among themselves and a network of relationships within 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.] ED580267 A Freshman Academy: A Story of Transition, Challenges, Community, and Success ProQuest LLC Ed.D. Dissertation, The George Washington University 2018-00-00 978-0-3-5544-5503 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:10638731 2018 As Provided JAN2020

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No College Athletics Intercollegiate Cooperation Athletic Coaches Personnel Selection Team Sports Employment Practices Questionnaires On the Job Training Minority Groups Inclusion Best Practices Saunders, Zachery S. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study examines the hiring practices for head football coaches at the NCAA Division I Football Bowl Subdivison (FBS) "Power 5" level. The research assesses the hiring practices used by athletic departments and evaluates various components of the hiring process that are utilized when hiring a head football coach. Additionally, this study seeks to identify trends and common practices used by Athletic Directors when hiring head football coaches. Participating Athletic Directors completed a survey questionnaire which asked them to share insights regarding their personal experience with hiring head football coaches. The results of the study revealed that 1) the majority of athletic departments do not have a written framework or guidelines for hiring head football coaches, but many Athletic Directors do follow their own specific process; 2) many Athletic Directors have little education or training on hiring head football coaches, and mostly rely on "on the job training"; 3) search firms bring value to the process when assisting Athletic Directors in their head football coach search; and 4) the majority of Athletic Directors would support a policy similar to the NFL's Rooney Rule that would mandate at least one minority candidate to be interviewed during the hiring process for a head football coaching vacancy. Evidence from this study could encourage Athletic Directors and university presidents to consider the benefits of a best practices framework or specific process when trying to hire the most qualified and effective head football coach. Information obtained from this study may also help university leaders analyze their current hiring practices, policies, and processes, and make any necessary changes for identifying and hiring the best head football coach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579244 An Assessment of Hiring Practices for Head Football Coaches at the "Power 5" NCAA Division I FBS Level ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9175-2 120 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:10645921 2018 As Provided JAN2020

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No Mathematics Instruction Common Core State Standards Standards Phenomenology Self Determination Middle School Teachers Teacher Motivation Faculty Development Mathematics Teachers Teaching Methods Psychological Needs Teacher Improvement Professional Autonomy Teacher Competencies Crawford, Amy K. Dissertations/Theses - Doctoral Dissertations Ohio EISSN- English Middle Schools The purpose of this phenomenological research study was to use Self-Determination Theory as a framework to analyze middle school mathematics teachers' motivation to attain effective professional development concerning Ohio's Learning Standards as well as other instructional aspects that affect the classroom. Teachers are exceptionally busy meeting the daily demands that exist in the realm of education. They often take it upon themselves to further their education by pursuing graduate degrees and participating in required professional development involving all aspects of education. Furthermore, the Ohio school systems have adopted the Common Core Standards as well as the American Institute for Research's Ohio Computer-Based Assessments which has compelled mathematics teachers to not only change the order in which they instruct the mathematics standards, but how they instruct. This study will utilize the Self-Determination Theory (Ryan & Deci, 2000) as a framework to research the motivation behind teachers' will to pursue professional development to satisfy internal needs of self-improvement involving instructional methods in order to ensure success in the classroom involving both instruction and assessment. The results of the findings of the study indicated the three basic psychological needs of autonomy, competency and relatedness must be met to foster intrinsic motivation. Those teachers that were intrinsically motivated were more likely to engage in effective professional development and often exceed expectations conveyed by their school districts. Effective professional development incorporates a learning environment that acknowledges the research regarding adult learning contexts, including aspects of situated 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.] ED579245 Self-Determination Theory and Middle School Mathematics Teachers: Understanding the Motivation to Attain Professional Development ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8587-4 222 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10645466 2018 As Provided JAN2020

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No Textbooks Mixed Methods Research Personality Traits Personality Measures Research Projects Interviews Resource Units Shared Resources and Services Electronic Publishing Educational Technology Technology Uses in Education Scores Textbook Evaluation Good, Katie Suzanne Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Tullahoma City Schools, a rural district in Middle Tennessee, recently switched from traditional static textbooks to an online, open educational resource platform. As a result of this change the role of curator, a teacher who creates the Flexbook by compiling and organizing content, was created. This research project sought to add to the limited existing research regarding OER/online textbook programs and become some of the first research examining the curator role. The research sought to identify the characteristics of quality curators by utilizing a mixed methods approach with two cycles of data collection. The first cycle examined a curator's Achieve OER score (quality of the Flexbook, evaluated by current users) in relation to their scores on the Big Five Inventory (a personality assessment) and the TEAM Evaluation scores (a state mandated teacher evaluation). After statistical analysis of these data, curators were divided into three levels of quality and participants were randomly selected for interviews from each of these levels. These data revealed that personality traits that fall under the Big Five dimensions of Conscientiousness and Extroversion had a consistent statistical relationship with a curator's Achieve score. Additionally, the data revealed indicators under the domains of Instruction and Environment had a statistically significant positive relationship with certain Achieve rubrics. Interviews with curators revealed an emphasis on organization and hard work, as well as a utilization of teaching experience and past professional development opportunities as key to creating a high quality Flexbook. Based on this study, researchers were able to recommend an ideal candidate for the role of Flexbook curator as an individual who has a high score of Conscientiousness and low score of Extroversion on the Big Five Inventory, has high TEAM evaluation scores in Instruction and Environment, has teaching experience in the same subject with a higher education, and a long history of successful professional 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.] ED580748 Characteristics of Quality OER Textbook Curators: An Analysis of Tullahoma City Schools' Flexbook Curators ProQuest LLC Ed.D. Dissertation, Lipscomb University 2017-00-00 978-0-3552-9275-6 192 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:10634754 2018 As Provided JAN2020

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No Persuasive Discourse Syntax Form Classes (Languages) Language Research Linguistics Repetition Models Generalization Artificial Languages Language Acquisition Fowlie, Meaghan Dissertations/Theses - Doctoral Dissertations EISSN- English Adjuncts and arguments exhibit different syntactic behaviours, but modelling this difference in minimalist syntax is challenging: on the one hand, adjuncts differ from arguments in that they are optional, transparent, and iterable, but on the other hand they are often strictly ordered, reflecting the kind of strict selection seen in argument application. The former properties mean the derivation proceeds the same way whether or not the adjuncts are present, but the latter means the derivation must know which adjuncts have already been adjoined, to avoid adjoining new ones out of order. This dissertation proposes a precise minimalist model of adjuncts that accounts for both behaviours. The second half considers the learnability of two closely related properties of adjuncts: their optionality and iterability. Many formal learning models predict a relationship between optionality and iterability, and any learning model of human language needs to be able to generalise from limited to indefinite repetition, since many languages include such sentences as "I really really really ... really love linguistics". All of the formal models I examine make this generalisation. A study of people learning an artificial language indicates that people also make this generalisation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580749 Slaying the Great Green Dragon: Learning and Modelling Iterable Ordered Optional Adjuncts ProQuest LLC Ph.D. Dissertation, University of California, Los Angeles 2017-00-00 978-0-3553-0397-1 328 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:10634630 2018 As Provided JAN2020

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No Community Colleges Two Year College Students Comparative Analysis Conventional Instruction Online Courses Academic Achievement Grades (Scholastic) Grade Point Average Academic Persistence Statistical Analysis Student Records Content Analysis Statistical Significance Seagle, Donna Love Dissertations/Theses - Doctoral Dissertations Tennessee EISSN- English Two Year Colleges This quantitative causal-comparative study examined to what extent, if any, there were significant differences in community college student success rates (course grades, semester GPA, and rates of persistence) between those students completing an online college success course and those completing a traditional college success course. Each of the research questions were answered with the statistical analysis of a de-identified archival data set of 786 (313 online, 473 traditional) community college student records from a community college in southeast Tennessee. Based on the theoretical models of Alexander Astin and Vincent Tinto of the relationship between student engagement and student success, course grades were statistically significantly different (U = 65180.0, z = -3.123, p = 0.002). Grades were higher for students in the traditional course (Mdn = A) than for students in the online course (Mdn = B). The average GPA of students completing the traditional course (M = 2.53, SD = 1.42) was higher than the average GPA of students completing the online course (M = 2.02, SD = 1.48), a statistically significant difference (t(649.093) = 4.707, p = 0.000003). There was a marginally statistically significant association between delivery type and student persistence rates to the next semester (X[superscript 2](1) = 3.508, p = 0.061). The researcher recommends that community college administration and faculty review the findings, implications, and conclusions as they make decisions regarding programming, specifically in relation to classroom modality. Further study is recommended with a larger sample size in a variety of geographical locations and 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.] ED580991 Evaluating the Differences in Traditional and Online College Success Courses on Student Achievement at the Community College Level ProQuest LLC Ph.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3554-8940-8 305 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:10642007 2018 As Provided JAN2020

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No Conflict Resolution Arbitration Community Colleges Conflict Qualitative Research Stakeholders Two Year College Students College Faculty Administrators Case Studies Educational Cooperation Program Implementation Questionnaires Interviews Metellus, Frantz H. Dissertations/Theses - Doctoral Dissertations EISSN- English Two Year Colleges Conflicts are inevitable when diverse populations of students, administrators, and staff function in close proximity in the community college setting. Effective methods of resolving conflicts focus on supporting both sides in a dispute while creating an environment within which the participating stakeholders benefit from their interactions. Common methods utilized in community college settings rarely achieve desired results. There is a growing need for campuses nationwide to shift from traditional methods that focus on the authority of central decision-makers to mediation-based approaches shaped by the underlying message of collaboration. Although, some community colleges have implemented these types of collaborative processes to resolve conflicts, not all conflict resolution approaches have been met with enthusiasm from participants. This qualitative study was designed to solicit opinions on conflict resolution practices from the three main stakeholder groups in community college settings: students, faculty, and administrators. Because stakeholder perspectives can impact commitment to mediation, the researcher focused on variations in stakeholder perspectives that impacted the success or failure of mediation approaches in the community college setting. This case study design included data collected from questionnaires, interviews, and information collected on best practice approaches from a national arbitration organization. The outcomes of this study inform best practice approaches for mediation in the community college setting by addressing gaps in existing research about the different stakeholder opinions impacting commitment to collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580992 Implementation of Conflict Resolution and Mediation Process at a Community College ProQuest LLC Ph.D. Dissertation, Northcentral University 2017-00-00 978-0-3554-9338-2 122 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10642028 2018 As Provided JAN2020

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No Counselor Training Interviews Video Technology Phenomenology Foreign Students Graduation Accreditation (Institutions) Student Needs Foreign Countries Education Work Relationship Females Professional Development Individual Characteristics Cultural Differences Western Civilization Professional Identity Self Concept Coping Work Attitudes Counselor Attitudes Foreign Culture Educational Attainment Duenyas, Deborah Lynn Dissertations/Theses - Doctoral Dissertations EISSN- English This study investigated the first-person accounts of eight international counseling graduates (ICGs) upon re-entry to their home country to work after earning a university counseling degree from a program accredited by the Counsel for Accreditation and Counseling Related Educational Programs (CACREP) in the United States. An assumption of the researcher was that the CACREP-accredited counselor education programs can do more to meet the unique needs of international counseling students while studying in the United States to prepare them for work in their home country. The study was guided by the following research question: "What are the professional adjustment experiences of international counseling graduates who completed a CACREP accredited counseling program in the United States and have returned to their home country?" The researcher contacted key informants in order to access potential participants. Eight participants, all female, were selected to participate in this study. Data were collected through Skype interviews and analyzed by a process consistent with phenomenological research. The researcher identified six Composite Textural Themes and three Composite Structural Themes that comprise the experience of professional adjustment. The six Composite Textural Themes were: (a) I Decided to Return Home; (b) I am Navigating My Professional Development; (c) How I Applied My Western Counselor Education Across Cultures; (d) My Beliefs About My Individual Characteristics; (e) My Identified Coping Strategies and Supports; and (f) My Ongoing Professional Identity Development. The three Composite Structural Themes were: (a) Self in Relation to Others; (b) Self in Relation to Environment; and (c) Self in Relation to 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.] ED579246 The Professional Experiences of International Counseling Graduates upon Returning to Their Home Country ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8597-3 167 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:10645478 2018 As Provided JAN2020

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No Phenomenology Academic Achievement Semi Structured Interviews Leadership Training Universities College Students College Faculty Administrators Constructivism (Learning) School Personnel College Presidents Johnson, David J. Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education There is scarce literature explaining how leaders leverage the influence necessary to change universities. This study aimed to illuminate leadership practices that seek to make universities more responsive to, and responsible for, the needs and success of students. In doing so, this research explored practices that leaders used to align a university's diverse constituents around shared goals. Specifically, this constructivist, phenomenological study sought to identify the essence of leadership associated with the creation and implementation of a student success model at a faith-based medium-sized institution referred to in this study by its pseudonym St. Paul University. I collected data through semi-structured interviews with 14 staff, faculty and administrators who were involved in the development of the university's student success model, the St. Paul Pathway Program. To my surprise, this study became a remarkable exploration of 12 years of institutional change. The research participants expressed that the creation of St. Paul's student success model was but one part of a larger story of change and transformation. To understand the St. Paul Pathway Program, it was necessary to understand a chapter of St. Paul's history that was set in motion 12 years prior with the arrival of the University's new president. Although the scope of the study changed, the focus remained the same--leadership practices used to facilitate broad and deep institutional change. Faculty, staff and administrators shared rich, detailed descriptions of their experiences of the practices used to facilitate change and their analysis of the degree to which those practices catalyzed or muted action, collaboration, and positive change. In the findings, I identify several challenges for facilitating change, including: catalyzing change; generating buy-in and directing change; refining and sustaining change initiatives; engaging faculty; promoting innovation; and changing culture. Related to those challenges, I also identify lessons to inform leadership practices for facilitating change, including: (1) Context determines the appropriate leadership practices for facilitating change; no one leadership practice is best for a university at all times; (2) Change is a multi-dimensional and long-term process; change programs must align a university's diverse constituents behind broad, forward- looking plans and synergistic priorities that result in coordinated activity; (3) Universities need to focus their change efforts not on mitigating problems but instead on pursuing mission; mission can be utilized to govern, guide, and inspire change; and (4) Presidents must utilize their position and influence to catalyze and orchestrate change, sometimes necessitating hierarchical 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.] ED579247 A Phenomenological Study of University Leadership: Exploring the Leadership Practices Used to Implement Change to Increase Student Success ProQuest LLC Ph.D. Dissertation, Miami University 2017-00-00 978-0-3551-8668-0 144 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:10645650 2018 As Provided JAN2020

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Yes Electronic Learning Scientific Concepts Science Instruction Organic Chemistry Multimedia Instruction Pretests Posttests Questionnaires Student Attitudes Science Achievement College Science College Students Quasiexperimental Design Foreign Countries Comparative Analysis Instructional Effectiveness Shariman, Tenku Putri Norishah Talib, Othman Speeches/Meeting Papers Reports - Research Malaysia English Higher Education This research studies the effects of an interactive multimedia mobile learning application on students' understanding of chemistry concepts. The Organic Chemistry Reaction Application (OCRA), a mobile learning prototype with touch screen commands, was applied in this research. Through interactive multimedia techniques, students can create and visualize the mechanistic steps of an organic chemistry reaction. Ninety-two students who were either assigned to a control or an experimental group participated in the research. Data collection included achievement in the pre- and posttest, and students' responses in a questionnaire that examined their perception towards the OCRA. The findings demonstrated that students' attitudes towards the OCRA were positive while their test scores have improved. It is concluded that the teaching and learning approach applied in the OCRA has engaged students in learning organic chemistry and develop their conceptual thinking, leading to deeper understanding of chemistry concepts. [For the complete proceedings, see ED579395.] ED579460 OCRA, a Mobile Learning Prototype for Understanding Chemistry Concepts International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 Universiti Putra Malaysia (UPM) 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 16 As Provided JAN2020

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Yes Reading Comprehension Feedback (Response) Story Grammar Concept Mapping Tactual Perception Handheld Devices Case Studies Computer Uses in Education Graduate Students Undergraduate Students Psychological Patterns Foreign Countries Questionnaires Umetsu, Kazuaki Kashihara, Akihiro Speeches/Meeting Papers Reports - Research Japan English Higher Education Skill in reading comprehension requires reading sentences to understand an intention embedded between the lines. In the case of narrative, it is particularly necessary to read a narrative and find essential concepts such as emotions of the characters embedded between the lines for comprehending an intention of the narrative. In this work, we focus on reading between the lines and to require learners to compose a narrative map including a concept (called interlinear concept) between the lines, which is related to the narrative intention. We also demonstrate a tablet tool, which allows learners to compose a narrative map including interlinear concept from narrative. This tool presents pseudo-haptic feedback when learners operate the nodes and links representing the interlinear concept and narrative intention on the map. The results of a case study suggest that the pseudo-haptic feedback could enhance awareness of the interlinear concept and narrative intention. [For the complete proceedings, see ED579395.] ED579461 Pseudo-Haptic Feedback for Promoting Narrative Comprehension International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 6 As Provided JAN2020

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No Beliefs Wellness Q Methodology Factor Analysis Psychological Patterns Interpersonal Relationship Prevention Qualitative Research Intervention Counseling Finnerty, Peter S. Dissertations/Theses - Doctoral Dissertations EISSN- English The purpose of this study was to examine affectionally fluid (AF) persons' beliefs about wellness. A total of 44 participants met the inclusion criteria of identifying as AF for the Q methodology study. These participants sorted 32 statements from most agree with my beliefs about wellness to most disagree with my beliefs, utilizing a response grid to record the sort. In addition, the participants responded to a demographic form including identification of age, gender, race, and other variables. Post-sort written responses were also collected from questions regarding how the participants sorted the statements, serving as qualitative data. Q sort responses were examined utilizing factor analysis (principal components), resulting in four unique factors. The factors included "Intimacy and Self-Acceptance, Openness and Connectivity, Physical Wellness and Self-Care in a Supportive Community", and "Acceptance as Unique". Factors were interpreted utilizing factor arrays, distinguishing statements, and post-sort written participant responses. These factors demonstrated the beliefs AF participants had about wellness through themes of connection and personal acceptance, engaged cognitive/emotional openness and interpersonal relationships, physical wellness and prevention occurring within supportive networks, and overall acceptance of unique, deeply personalized wellness models. There was possibility for other perspectives, but they were not noted in this study. By examining these factors and qualitative data more effective wellness interventions and cultural competence can be developed by counselors, educators, and supervisors for use with the AF 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.] ED579248 Affectionally Fluid Persons' Beliefs about Wellness ProQuest LLC Ph.D. Dissertation, Kent State University 2017-00-00 978-0-3551-8602-4 231 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:10645483 2018 As Provided JAN2020

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No Cultural Influences Trust (Psychology) Automation Questionnaires Traffic Safety Air Transportation Computer Simulation Cultural Differences Chien, Shih-Yi James Dissertations/Theses - Doctoral Dissertations EISSN- English Human interaction with automation is a complex process that requires both skilled operators and complex system designs to effectively enhance overall performance. Although automation has successfully managed complex systems throughout the world for over half a century, inappropriate reliance on automation can still occur, such as the recent malfunction in Tesla autopilot mechanisms that resulted in a fatality. Research has shown that trust, as an intervening variable, is critical to the development of appropriate reliance on automated systems. Because automation inevitably involves uncertainty, trust in automation is related to a calibration between a user's expectations and the capabilities of automation. Prior studies suggest that trust is dynamic and influenced by both endogenous (e.g., cultural diversity) and exogenous (e.g., system reliability) variables. To determine how cultural factors affect various aspects of trust in and reliance on automation, the present research has developed a cross-cultural trust questionnaire and an air traffic control simulator that incorporates a variety of scenarios identified from a review of relevant literature. The measures and tasks have been validated by a crowdsourcing system (Amazon Mechanical Turk), as well as through experimental studies conducted in the U.S., Turkey, and Taiwan, with approximately 1000 participants. The results indicate that the developed trust instrument can effectively measure human trust in automation across cultures. The findings reveal substantial cultural differences in human trust in automation, which have a significant impact on the design, implementation, and evaluation of automated systems to make them more trustworthy in determining the appropriate trust calibration for optimized reliance across cultures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579249 The Influence of Cultural Factors on Trust in Automation ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2016-00-00 978-0-3551-9062-5 184 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:10645809 2018 As Provided JAN2020

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No Vocabulary Intervention Urban Schools Middle Schools Case Studies Grade 6 Pretests Posttests Middle School Teachers Middle School Students Reading Tests Comparative Analysis Reading Instruction Cianciosi-Rimbey, Michelle Dissertations/Theses - Doctoral Dissertations EISSN- English Middle Schools This case study was designed to investigate the implementation of a cross-content academic vocabulary intervention in an urban school. Two aspects of the intervention were the focus of interest: student learning and teacher sensemaking. Participants included four content-area teachers and their sixth-grade students. Each week, students received instruction on general academic vocabulary words in their social studies, science, and math classes through a variety of activities. Results of the posttest revealed that students scoring in the basic/below basic categories on a state reading test showed statistically significant positive differences in their learning as compared to a comparison school and maintained those differences on the delayed posttest. Additionally, this investigation examined how teachers made sense of the intervention and how their sensemaking shaped implementation, an area that has been underexplored in similar studies. Teachers' sensemaking was influenced by a number of factors related to knowledge and experiences, policy initiatives, and the social context in which teachers worked. A number of adaptations were made to the program as a result of how teachers made sense of the intervention in their context. This investigation reveals the complex nature of intervention implementation in schools. It also provides evidence for the importance of attending to vocabulary learning in middle school grades. Even without high fidelity of implementation of the program, multiple exposures to words across varied contexts was shown to be effective with readers who did not demonstrate high levels of literacy 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.] ED579250 An Investigation of a Cross-Content Vocabulary Intervention in an Urban Middle School ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9063-2 135 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:10645810 2018 As Provided JAN2020

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No College Freshmen School Culture Student Experience Student Attitudes Semi Structured Interviews Friendship Sense of Community Ceremonies Minority Group Students Student Adjustment Student College Relationship Schuster, Maximilian Thomas Dissertations/Theses - Doctoral Dissertations EISSN- English Higher Education This study explores how first-year students experience, perceive, and make sense of institutional culture in higher education during the transition from high school to college. Examining institutional culture during the first year remains relevant because nearly 25% of all students who depart higher education do so within their first year (Nalbone et al., 2015). When disaggregated, there are problematic differences among these departures based on students' gender, race, and first-generation status (Pell, 2015). Institutional culture, therefore, serves as a timely tool to account for variation in first-year students' transitional experiences. This study employs a cultural constructivist methodology that is informed by a constructivist theoretical perspective. This methodology accounts for the multiple realities of various stakeholders. Sixty-two students--50 in their first year and 12 in their second year--at a middle Atlantic university comprised a stratified purposeful sample for this study. Data was collected through one-on-one semi-structured interviews and analyzed following interpretative thematic analysis. Several key findings of this study expose the complexity of co-construction that is integral to interpreting individual experiences within the institutional culture that I studied. First, learning institutional culture transpires for students as an ongoing, multifaceted process throughout the first year. Immersion, trial and error, and observation serve as tactics students rely upon to learn how to perform cultural norms. Second, friendships that develop during the first year appear as interconnected constellations that remain homogenous based on gender and political dispositions. These friendships aid students in interpreting the institutional culture. Third, institutional rituals produce in students feelings of belonging through shared emotions. Ceremonies that celebrate individual identities suggest through symbolic actions a strong sense of mattering that deepens institutional connection. Finally, minoritized students encounter differential interactions with the institutional culture. Friendships, often developed through cultural student organizations, facilitate transition and deflect discrimination experienced by minoritized students. Students with intersecting minoritized identities may rely on hopeful selfreliance to overcome challenges in the face of transitional isolation. Understanding these processes provides the opportunity for researchers and practitioners to unravel the complexities of campus cultures that impinge upon student success. Implications are drawn for theory 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.] ED579251 Compartmentalized Cultures, Integrated Transitions: Exploring First-Year Student Transition through Institutional Culture at a Middle Atlantic University ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9031-1 209 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:10645782 2018 As Provided JAN2020

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Yes Foreign Countries Test Construction Testing Video Technology Technology Uses in Education Qualitative Research Content Analysis Labor Market Job Skills Youth Employment Scoring Test Results Interviews Beutner, Marc Rüscher, Frederike Anna Speeches/Meeting Papers Reports - Research United Kingdom Germany Romania English This paper provides insights in the development of a skill matching test which addresses soft skills integrated videos as media to provide information about situations to be rated. The design of the skill testing and matching tool is situated in the educational ERASMUS+ project SMART which is presented as well. With a specific view on team work and the necessary skills, traits and interests this article provides insights into the representation of these aspects in the test and offers impression of the video and media design. These topics are combined with a presentation of the results of a qualitative study concerning this testing tool, which was conducted by expert interviews and analysed by using content analysis. These results highlight the advantages and challenges in the use of the testing tool. [For the complete proceedings, see ED579395.] ED579462 Using Short Videos as Testing Elements in Skill Matching-Test Design in the Smart Project International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 24 As Provided JAN2020

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Yes Foreign Countries Data Collection Data Analysis Electronic Learning Feedback (Response) Case Studies Control Groups Experimental Groups Lecture Method College Students Books Electronic Publishing Shimada, Atsushi Konomi, Shin'ichi Speeches/Meeting Papers Reports - Research Japan English Higher Education A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the lectures. The proposed system is useful for a teacher just before lecture starts and during the lecture. The system provides summary reports of the previews of given materials and quiz results. The teacher can check which pages were well previewed and which pages were not previewed by students using the preview achievement graph. Additionally, the teacher can check which quizzes were difficult for students, and the suggested pages that should be explained in the lecture to aid students. During the lecture, real-time analytics graphs are shown on the teacher's PC. The teacher can easily grasp students status whether or not students are following the teacher's explanation. Through a case study, we confirmed the effectiveness of the proposed system, in terms of high synchronization between a teacher and students, i.e., the teacher adjusted the speed of his lecture based on the real-time feedback, and many students followed the teacher's explanation. [For the complete proceedings, see ED579395.] ED579463 A Lecture Supporting System Based on Real-Time Learning Analytics International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-09-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 11 As Provided JAN2020

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Yes Electronic Learning Higher Education Data Collection Usability Computer Oriented Programs Models College Students Foreign Countries Individualized Instruction Independent Study Learning Strategies Personality Traits Student Surveys Eye Movements Design Navigation Questionnaires Kuhnel, Matthias Seiler, Luisa Honal, Andrea Ifenthaler, Dirk Speeches/Meeting Papers Reports - Research Germany English Higher Education This study aims to test the usability of MyLA (My Learning Analytics), an application for students at two German universities: The Cooperative State University Mannheim and University of Mannheim. The participating universities focus on the support of personalized and self-regulated learning. MyLA collects data such as learning behavior and strategies as well as personality traits. This paper presents the findings of a usability test of the web app prototype. A total of 105 students from both universities participated in the study. In addition to a quantitative usability survey, the app navigation and design was evaluated through an eye tracking investigation with seven participants. The findings indicate that the MyLA prototype is easy to use but requires slight modifications concerning the app design. [For the complete proceedings, see ED579395.] ED579464 Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 16 As Provided JAN2020

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No Attendance Parents Decision Making Interviews Elementary School Students Middle School Students Influences Wallace, Cynthia M. Dissertations/Theses - Doctoral Dissertations EISSN- English Elementary Education An estimated 10-15% of students miss an entire month of school each year. Past research on students who are chronically absent finds that, relative to their peers who consistently attend school, chronically absent students are more likely to experience negative academic outcomes (e.g., grade retention, dropping out), to be under- and unemployed, to be incarcerated, and even to die prematurely. Although there has been a significant amount of quantitative research on patterns of chronic school absenteeism and on the student, family, school, and community factors with which it is correlated, surprisingly little research has examined parents'/guardians' decisions to keep their children out of school. In an effort to address this gap in the literature, the present study interviewed 22 parents/guardians of chronically absent elementary and middle school students to understand their perspectives on chronic absenteeism and to discover what support they felt they need to ensure that their children attended school each day. The results of the study reveal that the primary reasons parents/guardians identified for their children's chronic absenteeism include challenges related to the child's mental health, parent activities, interactions with other children at school, and transportation. Factors that parents/guardians identified that would help them to improve their students' attendance include increased communication about absenteeism and family issues, expressed compassion and interest in reasons why students are absent, and specific provisions to help children make up missed instruction and school assignments. The study concludes with recommendations for chronic absenteeism policy and practice, and directions 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.] ED579252 Parent/Guardian Perspectives on Chronic Absenteeism and the Factors That Influence Decisions to Send Their Children to School ProQuest LLC Ed.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9033-5 175 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:10645784 2018 As Provided JAN2020

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No Educational Environment School Safety School Surveys Prevention Trend Analysis Student Attitudes Parent Attitudes Public Schools School Districts Bullying Student Diversity Asian American Students White Students Correlation Race Gender Differences Instructional Program Divisions Aggression Violence Antisocial Behavior Stark, Heidi Dissertations/Theses - Doctoral Dissertations EISSN- English The intentional assessment and management of school climate is an essential component of a comprehensive school safety plan. The value of this preventive aspect of school safety is often diminished as schools invest resources in physical security measures as a narrowly focused effort to increase school safety (Addington, 2009). This dissertation used school safety trend data to illustrate that schools in the United States are safe havens, while students and parents continue to report a perception that schools are unsafe. This dissertation is a secondary analysis of data collected by one suburban public school district in that focuses on students' perceptions of physical safety, emotional safety and safety from bullying. The racial demographics in the district of study are primarily White students, but the minority subgroup of Asian students has shown a steady increase over time. The data were collected in May 2016 using the U.S. Department of Education School Climate Survey (EDSCLS). The present study evaluated the perception of safety by all students enrolled in grades six through twelve with a focus on differential perceptions of safety by students in subgroups of race, gender and grade level band. This study sought to determine if an association exists between a student's race, gender and grade level band and their perception physical safety, emotional safety and safety from bullying. This study informs school leaders as they work to develop a safety plan that is comprehensive and promotes safety. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED579254 School Climate: An Essential Component of a Comprehensive School Safety Plan ProQuest LLC Ph.D. Dissertation, University of Pittsburgh 2017-00-00 978-0-3551-9086-1 181 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:10645832 2018 As Provided JAN2020

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No Service Learning Experiential Learning Qualitative Research Student Diversity Citizen Participation Student Attitudes Program Implementation Undergraduate Students Foreign Countries González López, Luis Gerardo Dissertations/Theses - Doctoral Dissertations Mexico EISSN- English Higher Education Service-learning is a form of experiential learning whereby students learn and develop through active participation in a carefully organized service that addresses the needs of the community. It is rooted in the reflective experiential traditions of Dewey, Kolb, and Freire. It provides students with opportunities for development in a variety of dimensions. The purpose of this qualitative study was to examine the service-learning experiences of a diverse group of students that reflected a high level of development of their civic competencies. This study explored students' perceptions of how the implementation of service-learning affected their learning, and the developmental changes they perceived in themselves after the service-learning experience, considering a wide range of possible dimensions: cognitive, personal, interpersonal, leadership, civic, professional, and vocational. For this study, data were collected from the Citizenship Experience Reports (CER) used by Tecnologico de Monterrey to assess students' civic competencies, the results of that assessment, and the demographic information of participants provided by the institution. Data were analyzed using thematic analysis supported with ATLAS.ti software. The sample consisted of undergraduate students who submitted their CER from 2012 to 2015 and had shown a high level of development of civic competencies. The analysis identified learning outcomes that participants perceived in themselves after the service-learning program. In general, students perceived that service-learning experiences impacted their learning and development in the following expected dimensions: personal, interpersonal, cognitive, civic, leadership, professional, and vocational, confirming the results of a number of studies. Additionally, other outcomes from these experiences were found, in particular some insights regarding the way students participated in the experience and how they related with the served communities, providing a deeper understanding of the unexpected impacts of service-learning programs in 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.] ED580750 Developing Personal, Interpersonal, and Leadership Dimensions While Learning Civic Competencies in Service-Learning Experiences ProQuest LLC Ph.D. Dissertation, Fielding Graduate University 2017-00-00 978-0-3552-8770-7 199 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:10634684 2018 As Provided JAN2020

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No School Schedules Academic Achievement Attendance Scores Dropout Rate School Districts Administrator Attitudes Teacher Attitudes Interviews College Entrance Examinations Statistical Analysis Gower, Matthew Lee Dissertations/Theses - Doctoral Dissertations Missouri ACT Assessment EISSN- English As four-day school weeks continue to gain popularity among school districts across the United States, determining the potential impact associated with the unconventional school week has become increasingly important (Johnson, 2013). The four-day school week has been credited with producing a number of potential benefits and consequences, but there is currently a limited amount of research available to determine the overall worth of the practice compared to the five-day school week. Some purported impacts of the four-day school week include shifts in teacher and student attendance, changes in achievement, financial adjustments, decreases in dropout rates, and improvement in morale (Plucker, Cierniak, & Chamberlin, 2012). This study involved investigating the system-wide impact of the four-day school week by examining attendance, ACT scores, and dropout rates before and after implementation in participating school districts across Missouri. Additionally, the school climate perceptions of Missouri administrators and teachers who work within the four-day school week were collected. Interview responses were then analyzed using coding methods to identify common phrases, key words, and themes, while the quantitative data were treated to examine pre- and post-implementation patterns. The findings of this study revealed the four-day school week produced a statistically positive significant impact on attendance, whereas ACT scores and dropout rates were not influenced. Furthermore, the perceptions of administrators and teachers indicated the four-day school week was beneficial to the school culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] ED580751 Interpreting the Impact of the Four-Day School Week: An Examination of Performance before and after Switching to the Four-Day School Week ProQuest LLC Ed.D. Dissertation, Lindenwood University 2017-00-00 978-0-3552-8749-3 193 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:10634696 2018 As Provided JAN2020

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No Video Technology Recall (Psychology) History Instruction Reflective Teaching Inquiry Active Learning Case Studies Interviews Urban Schools Public School Teachers Inclusion School Culture Decision Making Martinelle, Robert D. Dissertations/Theses - Doctoral Dissertations EISSN- English Calls for history teachers to adopt inquiry methods continue to go unabated in educational research and curricular initiatives. In recent years, there has been increased recognition of the important role teacher reflection plays in managing the uncertainty that accompanies such pedagogy in history classrooms. Accordingly, this dissertation was situated within theories of reflection and reflective teaching, which acknowledge teaching to be endemically problematic and teachers as autonomous in their curricular-instructional decisions and thereby resistive to certainty-driven models of history teaching. This dissertation sought to investigate the reflections of inquiry-oriented history teachers by examining how and upon what they reflect throughout a unit of study. Using an interpretive multiple-case design with video-stimulated recall methodology, reflective interviews were conducted with participants in four different schools within the same urban public school district. A cross-case analysis of the data led to several key findings. First, the process of reflection for teachers in practice revealed itself to be more affective and messy than conventional rational models of reflection found in the literature. Second, the results showed that history teachers' reflections were prioritized in accordance with their values and sense of purpose. Third, the inclusiveness of teachers' classroom environments and curricular-instructional decisions were a focal point of their reflections. Fourth, the teachers' reflections were influenced by their understandings of their school cultures, with three of the four teachers finding their school norms and policies as oppositional to the promotion of inquiry methods with their students. Finally, the findings showed that reflection aided teachers' examination of assumptions embedded within their professional routines and pedagogical decisions, particulary with regard to the selection and use of the essential questions that framed their units. This dissertation highlights the need for more and better reflective opportunites for pre- and in-service history teachers and for better research that might yield further insights into the nature of inquiry-based history 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.] ED580752 Using Video-Stimulated Recall to Understand the Reflections of History Teachers ProQuest LLC Ed.D. Dissertation, Boston University 2017-00-00 978-0-3554-3757-7 394 ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml N/A http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10623239 2018 As Provided JAN2020

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No Predictive Validity Predictor Variables Scores Statistical Analysis Correlation Grade 3 Achievement Tests Standardized Tests State Standards Mathematics Achievement Reading Achievement Grade Repetition Grade 6 Performance Based Assessment Student Records Educational Policy Regression (Statistics) Bonnaig, Joy Dissertations/Theses - Doctoral Dissertations Florida Florida Comprehensive Assessment Test EISSN- English Grade 3 The purpose of this quantitative correlational research was to investigate to what extent 2007 performance of third grade students who had been retained in 2006 for failing to attain proficiency on the Reading and Mathematics Florida Comprehensive Assessment Test (FCAT) predicted their performance in 2010 on the sixth grade Reading and Mathematics FCAT. There was no theoretical foundation for retention and the study was based on grounded research on benefits and detriments of grade level retention. The researcher answered two questions regarding the ability to predict student success in sixth grade on the Reading and Mathematics FCAT based their performance after retention. The researcher analyzed secondary data available for 108 students from a mid-sized urban school district in Florida using simple linear regression. The results showed that test scores attained after the students repeated third grade significantly predicted their performance on both the Reading and Mathematics FCAT when they were in sixth grade, F(1, 105) = 26.03, R[superscript 2] = 0.199, ß = 0.40, p < 0.001 for reading and F(1, 105) = 72.27, R[superscript 2] = 0.408, ß = 0.68, p < 0.001 for mathematics. The positive impact of improved performance in third grade after retention on the sixth grade performance was stronger in Mathematics, R[superscript 2] = 0.408, than in Reading, R[superscript 2] = 0.199. These results provided empirical evidence that students' performance after retention in third grade was directly related to those students' performance in the sixth grade, and its long-term impact supports the effectiveness of grade level retention 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.] ED580753 Do Test Scores of Students Who Have Been Retained Predict Future Performance? ProQuest LLC Ed.D. Dissertation, Grand Canyon University 2017-00-00 978-0-3552-5403-7 145 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:10623970 2018 As Provided JAN2020

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Yes Mass Media Effects Mass Media Use Mass Media Role Social Media Computer Mediated Communication Discourse Analysis Personal Narratives Air Transportation Negligence Accidents Mitra, Ananda Speeches/Meeting Papers Reports - Research English The use of narrative bits--narbs--has been discussed as an alternative means of looking at opinions of those who are producing narbs, for instance, in the form of tweets. The American carrier, United Airlines, came under media attention in April 2016 when a passenger was forcibly removed from a flight. This resulted in a spike in tweets around the #unitedairlines and the narrative that emerged from a selection of the tweets demonstrate that there were negative opinions not only about the airlines, but also about the aviation industry and passengers. This analysis demonstrates that it is increasingly important to supplement traditional learning of contemporary affairs with a systematic analysis of narbs that offer alternative perspectives of what the traditional learning offers. [For the complete proceedings, see ED579395.] ED579465 Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning beyond the Media International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 4 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 13 As Provided JAN2020

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Yes Research Reports Research Skills Material Development Instructional Materials Multimedia Materials Scaffolding (Teaching Technique) Teaching Methods Case Studies College Students Student Developed Materials Foreign Countries Obara, Yuki Kashihara, Akihiro Speeches/Meeting Papers Reports - Research Japan English Higher Education Presentation is one of the important activities in research to publish research results. When we create presentation documents (P-documents for short), it is important to compose presentation structure (P-structure for short) that represents what to present and how to sequence the contents. To create proper P-documents, we need to learn how to create P-documents in the lab. In our previous work, we have helped unskilled researchers with presentation schema (P-schema for short), which is represented as an all-inclusive P-structure of P-documents accumulated in the lab. It allowed unskilled researchers to create proper P-documents. But, some learners could not properly segment research contents into slides. To solve this problem, this paper describes refinement of P-schema. This paper also reports a case study whose purpose was to assess whether the refined P-schema could promote segmentation by comparing P-documents and P-structure composed with the refined P-schema and composed with the original P-schema. [For the complete proceedings, see ED579395.] ED579466 Refining Presentation Documents with Presentation Schema International Association for Development of the Information Society Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (14th, Vilamoura, Algarve, Portugal, Oct 18-20, 2017) 2017-10-00 8 International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org T 2018 7 As Provided JAN2020

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Yes Educational Strategies Independent Study Technology Uses in Education Outcomes of Education McGowan, Ian S. Speeches/Meeting Papers Reports - Research English The purpose of thi