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Understanding How Intentionally Unplugging From Cell Phones Shapes Interpersonal Relationships And The Undergraduate College Experience, Jadelin P. Felipe 2016 University of San Francisco

Understanding How Intentionally Unplugging From Cell Phones Shapes Interpersonal Relationships And The Undergraduate College Experience, Jadelin P. Felipe

Master's Theses

The purpose of this study was to gain an understanding of what motivated college students—the Unplugged Students—to intentionally use their cell phones less and how they understood the impact that unplugging had on their interpersonal relationships and college experience. Nine undergraduate college students from four private schools were interviewed in one-on-one semi- structured interviews. These students, considered non-users, provided a particularly useful perspective as these students made a conscious choice to counteract social norms and experienced both being plugged in and unplugged. Cell phones and the act of unplugging proved to make up a complex and more nuanced ...


Cultural Influences Of Resource Dependence: Community College Administrator Perceptions Of Implementing Initiatives Related To Tennessee’S Performance Funding Model, John Owen Driskill 2016 East Tennessee State University

Cultural Influences Of Resource Dependence: Community College Administrator Perceptions Of Implementing Initiatives Related To Tennessee’S Performance Funding Model, John Owen Driskill

Electronic Theses and Dissertations

The purpose of this phenomenological research study was to describe the cultural influences of resource dependence for community college administrators responsible for the implementation of initiatives related to Tennessee’s new performance funding program. Tennessee’s funding formula, considered one of the most aggressive and robust in the country, is among a second generation of performance funding programs commonly referred to as performance funding 2.0. Cultural influences of resource dependence were defined as values, beliefs, and customs that influence administrator efforts to improve institutional outcomes and acquire additional resources through performance funding.

A top performing community college in terms ...


Teacher Leadership: A Content Analysis Assessing The Impact On District Policies And Practices, Ashley P. Carter 2016 East Tennessee State University

Teacher Leadership: A Content Analysis Assessing The Impact On District Policies And Practices, Ashley P. Carter

Electronic Theses and Dissertations

The purpose of this qualitative study was to analyze teacher leader models developed and implemented by the Tennessee Teacher Leader Network in order to assess the impact the models have on district policies and practices. Data were collected through a content analysis to analyze for recurring themes and differences to assess how models influence teaching and learning within districts. Fourteen district teacher leader models and strategic plans were analyzed for this study.

Eleven research questions guided this study, and qualitative data were analyzed for recurring themes and differences. Findings from this study suggest teacher leader models are limiting the vision ...


Teacher Retention: Perceptions Of The Organizational Factors That Influence Teacher Transition From Private School Classrooms Of Individuals With Autism To Public School Autism Classrooms, Kathryn Cerino Britton 2016 Seton Hall University

Teacher Retention: Perceptions Of The Organizational Factors That Influence Teacher Transition From Private School Classrooms Of Individuals With Autism To Public School Autism Classrooms, Kathryn Cerino Britton

Seton Hall University Dissertations and Theses (ETDs)

Nine experienced certified special education teachers who chose to move from the private sector to the public sector were interviewed to gain knowledge and information that could be used to improve the private sector school for learners with autism spectrum disorders (ASD). Using Maslow’s Hierarchy of Needs as the conceptual framework, this study explored the respondents’ beliefs about their workload, work responsibilities, compensation, and perceptions regarding their teaching experiences in private and public schools. Specifically, telephone or face-to-face interviews were conducted to ascertain the motivating factors that led the respondents to leave one private school, The Apple School, for ...


Teacher + Technology = Blended Learning: How Important Is The Teacher In This Equation?, Catherine A. Doom 2016 University of Nebraska-Lincoln

Teacher + Technology = Blended Learning: How Important Is The Teacher In This Equation?, Catherine A. Doom

Educational Administration: Theses, Dissertations, and Student Research

This mixed method study investigates teacher belief, knowledge action and technology adoption rate in a blended learning setting and the impact those variables have on student comprehension measures. Surveys and data collected from the blended learning program were used to gather data in pursuit of answers to the following research questions: (a) Does the teacher’s adoption of technology rate impact reading comprehension growth in a blended learning environment? (b) Does the teacher’s knowledge, belief and action in a blended learning environment impact student reading comprehension growth? (c) Does the teacher’s adoption of technology rate combined with the ...


Ireach Blended Learning Model And Reading Lexile Growth Of Freshmen In Maryville City Schools, Whitney Ann Schmidt 2016 East Tennessee State University

Ireach Blended Learning Model And Reading Lexile Growth Of Freshmen In Maryville City Schools, Whitney Ann Schmidt

Electronic Theses and Dissertations

The Maryville City School system has implemented the first year of the iReach blended learning model for which all students in the school district have access to either a laptop or an iPad to support their learning every day. The availability of research on the impact of iReach is limited because the blended learning instructional model is relatively new and has not yet been subjected to numerous research studies. The purpose of this ex post facto quasi-experimental quantitative study was to compare student reading Lexile growth data collected through the use of the Reading Comprehension Assessment before and after iReach ...


The Reading Intervention Program Making Connections Intervention And Tennessee Comprehensive Assessment Program Scores In One East Tennessee School District, Jami H. Corwin 2016 East Tennessee State University

The Reading Intervention Program Making Connections Intervention And Tennessee Comprehensive Assessment Program Scores In One East Tennessee School District, Jami H. Corwin

Electronic Theses and Dissertations

The purpose of this quantitative study was to examine the relationship between the reading intervention program Making Connections Intervention (MCI) and pre-intervention and post- intervention Tennessee Comprehensive Assessment Program (TCAP) reading scaled scores in one East Tennessee school district. Participants included 99 Tennessee students in grade levels six through nine who received reading intervention instruction through MCI and were frequently monitored following the requirements stipulated in the Tennessee Response to Instruction and Intervention (RTI2) Framework. This study assessed pre- and post-intervention data specific to gender, special education classification, Title I classification, and instructor classification through a series of t-tests. Findings ...


The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder 2016 University of Nebraska-Lincoln

The Relationship Of Formative Assessment To The Professional Development And Perspective Transformation Of Teachers, Kimberly K. Snyder

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

This study uses practitioner research to explore teacher perspectives about formative assessment. The researcher engaged in a four-month-long series of professional development sessions with one middle school and two high school English-Language Arts teachers from the Capital View School District. Understanding formative assessment as a process to monitor student learning and then customizing instruction based on the data gathered from the formative assessment is a complex skill in which teachers need practice and even coaching to become adroit. The sessions were intended to help early-career teachers better understand formative assessment and incorporate it as a strategy in their teaching praxis ...


Facilitators And Barriers Of Performing The Duties Of Facilities Director In Public School Systems In Tennessee: A Study Of Perceptions, Brandon M. Williams 2016 East Tennessee State University

Facilitators And Barriers Of Performing The Duties Of Facilities Director In Public School Systems In Tennessee: A Study Of Perceptions, Brandon M. Williams

Electronic Theses and Dissertations

Public education in the United States has changed remarkably in the last 200 years. The buildings that house students and teachers have also gone through a dramatic evolution in that same time. The buildings in use today are far more complex in design and thus require considerable expertise to operate and maintain. Although a good deal of scholarly literature has addressed the growing demand for dedicated facilities management, very little of that research is focused on that need within public education systems or the individuals who fulfill the duties associated with that need. The purpose of this research was to ...


Teacher Beliefs Regarding Positive Behavior Support Programs In Mississippi Middle Schools, Chad Joseph Davis 2016 University of Southern Mississippi

Teacher Beliefs Regarding Positive Behavior Support Programs In Mississippi Middle Schools, Chad Joseph Davis

Dissertations

In today’s educational environment of continued and high-stakes accountability, school administrators are constantly looking for effective techniques to improve the academic performance and behavior of their students. In an effort to attain improvement by their pupils, many educational leaders are choosing to implement positive behavior support (PBS) programs in their schools. This study examined the differences between teachers’ beliefs about PBS programs and their impact on reported student attendance, standardized test scores, engagement, and behavior. It also examined the differences in reported changes in these variables between teachers at schools with PBS programs and teachers at schools without the ...


Administrators', Counselors', And Teachers' Opinions Regarding The Impact Of Freshman Academies, Schools-Within-Schools, And Ninth Grade Schools As It Relates To Effective Transitioning, Robyn Suzanne Killebrew 2016 University of Southern Mississippi

Administrators', Counselors', And Teachers' Opinions Regarding The Impact Of Freshman Academies, Schools-Within-Schools, And Ninth Grade Schools As It Relates To Effective Transitioning, Robyn Suzanne Killebrew

Dissertations

The purpose of this study was to determine whether administrators, counselors, and teachers believe that implementing freshman academies, schools-within-schools, and ninth grade schools is an effective way to transition ninth graders into high school. This study included an introduction and a review of literature that discussed the following: adolescent years, transition from 8th to 9th grade, drop-out prevention, school reform in secondary education, professional learning communities, the freshman academy, and a conclusion. This study was also comprised with a methodology section, research results, conclusions, recommendations for policy makers and practitioners, and recommendations for future research.

The questionnaire for ...


Iowa State University Advance Collaborative Transformation Project: Enhancing Departmental Cultures, Practices And Structures, Sharon Bird, Flo Hamrick, Kristen Constant, Fredric Janzen, Jo Anne Powell-Coffman 2016 Iowa State University

Iowa State University Advance Collaborative Transformation Project: Enhancing Departmental Cultures, Practices And Structures, Sharon Bird, Flo Hamrick, Kristen Constant, Fredric Janzen, Jo Anne Powell-Coffman

Fredric Janzen

“The Iowa State University ADVANCE program is […] designed to create an infrastructure at ISU for transforming structures, cultures, and practices in ways that enable and support recruitment and retention of a diverse, highly qualified and cohesive faculty. This infrastructure is designed to include “top down” university policies and procedures as well as “bottom up” initiatives involving departmental work climate and strategies for improving recruitment, retention and promotion of faculty” (Bird and Hamrick 2008).

To this end, ISU ADVANCE: • collects base-line quantitative data on the faculty recruitment, retention and promotion, and on faculty work issues such as satisfaction with departmental work ...


Distributed Leadership: An Effective Practice When Practiced Effectively, Loretta A. Rieser-Danner Ph.D., Jen Bacon Ph.D., Lori Vermeulen Ph.D. 2016 West Chester University of Pennsylvania

Distributed Leadership: An Effective Practice When Practiced Effectively, Loretta A. Rieser-Danner Ph.D., Jen Bacon Ph.D., Lori Vermeulen Ph.D.

Loretta Rieser-Danner

Building transparent models for the distribution of college-level resources, getting buy-in from department chairs, and implementing models across very different departments.


Schooling Of And For Democracy, Deborah Meier 2016 Bank Street College of Education

Schooling Of And For Democracy, Deborah Meier

Occasional Paper Series

The author asserts that it’s time for us to “measure” schools by the values we believe in for public life in general, and to “measure” our students, then, by the long-term impact they will have on our larger society and the vitality of our democracy.


Preface, Gail M. Boldt 2016 Penn State University

Preface, Gail M. Boldt

Occasional Paper Series

Explains that this issue is intended as a resource for anyone concerned with re-framing and taking back the educational conversation, moving toward meaningful school reform that is based in a commitment to creating conditions under which teachers can develop the kinds of complex and sophisticated professional knowledges and practices that support authentic student learning.


Accessibility Services Roundtable Unconference Proceedings 2016, LACUNY Accessibility Services Roundtable, Robin Brown 2016 CUNY Borough of Manhattan Community College

Accessibility Services Roundtable Unconference Proceedings 2016, Lacuny Accessibility Services Roundtable, Robin Brown

Events

A group of 16, mostly librarians, met in the Archives Reading Room of City College Library on Friday, June 17, 2016. The format of our meeting was an unconference, which means the conversations were driven by the concerns of the participants. I have no doubt that anyone who reads this document will come away with different impressions. The ideas that jumped out at me include learning a lot more about universal design for learning. Be aware that phones can be used in the classroom as assistive technology. Consider doing a usability study of library resources in concert with students with ...


Supporting Leadership Preparation In Indonesia, Kathryn Moyle 2016 ACER

Supporting Leadership Preparation In Indonesia, Kathryn Moyle

Professor Kathryn Moyle

Kathryn Moyle reports on an evaluation of a professional learning program for aspiring school principals in Indonesia.


Performing And Defying Gender: An Exploration Of The Lived Experiences Of Women Higher Education Administrators In Sub-Saharan Africa, Ane Turner Johnson 2016 Rowan University

Performing And Defying Gender: An Exploration Of The Lived Experiences Of Women Higher Education Administrators In Sub-Saharan Africa, Ane Turner Johnson

Ane Turner Johnson

The purpose of this phenomenological study was to explore the life and career paths of women higher education administrators in sub-Saharan Africa. Specifically, the study sought to interpret the women’s experiences and identities, through the framework of intersectionality and gender performance, as ones that contributed to advancement within contexts traditionally barred to women. This research illustrates commonalities among the participants, elucidating the faith, family, and education as common constructs in their experiences and as mechanisms that propelled career trajectories. A major finding of the research is that the participants both preformed gender and defied it through the enactment of ...


Two-Year College Faculty Perspectives On Developmental Student Persistence: A Case Study, Mary Colleen Patterson 2016 University of New England

Two-Year College Faculty Perspectives On Developmental Student Persistence: A Case Study, Mary Colleen Patterson

All Theses And Dissertations

This study sought to understand the perspectives of two-year college composition faculty concerning the persistence of students in their developmental composition courses. Research has shown that developmental students are a population at risk for leaving college before completing their degree programs and that students are more likely to persist to reach their goals when they’ve built meaningful connections with faculty. Many factors affect faculty ability to connect with developmental students such as faculty history, teaching preparation, and work load.

This study answered four research questions: 1) how do faculty describe and perceive their experience in encouraging developmental students to ...


Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies, Misty McBrierty 2016 University of New England

Transformative Technology: Staff Perceptions, Attitudes, And Behaviors Related To The Use Of Learning Management Transformative Technologies, Misty Mcbrierty

All Theses And Dissertations

This qualitative case study examined how the perceptions, attitudes, and behaviors of staff relate to the effective use of transformative learning management technologies to support personalized/customized learning. Additionally, this study sought to understand the stories of individuals using the learning management system Empower as staff transformed to a personalized/customized culture. The conceptual framework focused on the disruptive technology necessary for personalized/customized learning.

Fifteen participants engaged in open-ended interviews, observations, sharing of artifacts, and the data was analyzed through coding transcripts into themes and summary concepts. The goal of the research was to analyze teacher experiences and perceptions ...


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