Sustained Employment Of Teachers In High Poverty Schools, 2010 Georgia Southern University
Sustained Employment Of Teachers In High Poverty Schools, Karen Jean Davis
Electronic Theses and Dissertations
Author's abstract: The researcher's purpose of this study was to understand from the lived experiences of teachers in high poverty schools the reasons they remained in these schools. A qualitative method was used to conduct the study, which involved interviews with eight teachers (4 elementary, 2 middle and 2 high), one principal and the Superintendent who responded to open-ended interview questions. The interview questions were designed to elicit responses to the research questions and interview questions. The researcher coded transcripts from the interviews for recurring themes and patterns. Field notes from before and after each interview, as well ...
Celebrating A Decade Of Innovation And Good Practice In Learning And Teaching, 2010 Technological University Dublin
Celebrating A Decade Of Innovation And Good Practice In Learning And Teaching, Learning, Teaching And Technology Centre
No abstract provided.
The Student Perspective: Can The Use Of Technologies Transform Learning?, 2010 Dublin Institute of Technology
The Student Perspective: Can The Use Of Technologies Transform Learning?, Eileen O'Donnell
This chapter explores students’ perspectives on the transformations that the use of technology has brought to higher education. The use of technologies in higher education facilitates flexible learning environments but the benefits to students who engage with these technologies will only be realised if the design is pedagogically sound. The pedagogic approach employed by lecturers when designing their e-learning platforms or learning management systems has the capability to transform learning. The author’s discipline is Information Technology and Business Information Systems; from experience and case studies there is ample evidence to suggest that the use of technology does not always ...
Good-Bye To The Celtic Tiger?, 2010 Dublin Institute of Technology
Good-Bye To The Celtic Tiger?, Ellen Hazelkorn
No abstract provided.
Examining The Need For Customized Satisfaction Survey Instruments Measuring Brand Loyalty For Higher Educational Institutions, Kendrick W. Brunson
Kendrick W. Brunson
The success or failure of service-based organizations is determined in large part by consumers’ perceived value of those services. Value can be measured in terms of consumers’ perceived performance quality in comparison with the cost to consumers of purchasing the service. The ideal goal of service marketing organizations is to obtain and maintain a loyal base of delighted customers. Loyalty can be measured in terms of customer satisfaction, retention levels, and perception of service quality. In the higher education industry, private institutions compete for student enrollment with state-funded institutions on factors other than cost value. Standard quality and satisfaction survey ...
Advance, 2010 Georgia Southern University
Advance (Division of Continuing Education Catalog)
No abstract provided.
Librarian Like A Rockstar: Using Your Personal Brand To Promote Your Services And Reach Distance Users, Daniel P. Gall
University of Iowa Libraries Staff Publications
The business world has been using corporate branding and relationship marketing to build customer loyalty and satisfaction. In recent decades, individuals have applied the tenets of branding to themselves to create the idea of personal branding—marketing yourself as your own brand. By thinking in terms of personal branding and relationship marketing, distance education librarians can more effectively reach out to remote students and build long term relationships that are beneficial to both students and librarians.
Funding And Secondary School Choice In Australia: A Historical Consideration, 2010 Edith Cowan University
Funding And Secondary School Choice In Australia: A Historical Consideration, Rosemary Cahill, Jan Gray
ECU Publications Pre. 2011
Since public funds first began to flow into non-government schools in the mid-1970s, successive Commonwealth and state governments have steadily increased the amount of funding they have provided to nongovernment schools (Bonnor & Caro, 2007; Macfarlane, 2003). The outcome of this funding decision has brought the cost of a ‘private school education’ within reach of many more Australian families in the 21st century (Rothman, 2003; Symes & Gulson, 2005). This paper explores the historical backdrop within which secondary schooling is provided in Western Australian today in order to better understand how it influences and/or predisposes the secondary school choices currently available to parents ...
Strategic By Design Iterative Approaches To Educational Planning, 2010 Dublin Institute of Technology
Strategic By Design Iterative Approaches To Educational Planning, Shannon Chance
Today’s tumultuous economic and political conditions require universities to adapt—fast. Leaders must attend to unforeseen crises, events, and opportunities in ways that align with their core missions, promote their universities’ continued existence, and help achieve disparate goals (Rowley, Lujan, and Dolence 1997). Good planning and good plans involve iteration; simple cause-and-effect thinking is no longer enough.
Assessment Formats: Student Preferences And Perceptions, 2010 Dublin Institute of Technology
Assessment Formats: Student Preferences And Perceptions, Michael Seymour, Shannon Chance
This paper provides a student perspective on the variety of forms of design critique available to educators. In architecture and landscape architecture, the design jury remains the dominant format for providing feedback to students. In recent years this format has come under scrutiny and its effectiveness called into question. However, little research has been done into the variety of alternative or supplemental formats available to educators. This paper explores an array of techniques that the authors have employed in design studio courses (which include techniques suggested by students in Webster’s 2007 article in the Journal of Architectural Education). These ...
Experiences Of Assessment Using Multiple Choice Questions On Advanced Modules Taken By Level 8 And Level 9 Engineering Students, 2010 Dublin Institute of Technology
Experiences Of Assessment Using Multiple Choice Questions On Advanced Modules Taken By Level 8 And Level 9 Engineering Students, Aidan O'Dwyer
This contribution evaluates the use of multiple-choice questions, in both formative and summative assessment modes, on advanced modules taken by Level 8 and Level 9 engineering students, over the past two academic years. Assessment data, and student experiences with the assessment methods, are reported and analysed.
A Strategy For The Development Of Lifelong Learning And Personal Skills Throughout An Undergraduate Engineering Pogramme, 2010 Dublin Institute of Technology
A Strategy For The Development Of Lifelong Learning And Personal Skills Throughout An Undergraduate Engineering Pogramme, Gavin Duffy, Brian Bowe
For many years engineering programmes have placed a stronger emphasis on the development of technical knowledge, understanding and skills at the expense of personal skills such as initiative, creativity, communication, teamwork and lifelong self-directed learning. Recent changes in accreditation criteria call for greater competences in these skills to be achieved in the undergraduate programme. An argument is presented that this requires a change from the traditional approach to engineering education to a group-based project driven one as this is compatible with concurrent development of both technical and non-technical learning outcomes. Just as a clear path of progression exists from the ...
A Framework To Develop Lifelong Learning And Transferable Skills In An Engineering Programme, 2010 Dublin Institute of Technology
A Framework To Develop Lifelong Learning And Transferable Skills In An Engineering Programme, Gavin Duffy, Brian Bowe
Engineering programmes have a strong reputation in the delivery of technical knowledge and skills. Graduates need equally high levels of competence in personal and professional skills to not only meet the existing requirements of employers and professional bodies but to also help them manage the inevitable changes that society is facing in an increasingly populated world. The need to move from traditional to student-centred learning is discussed in the context of engineering education. The use of group-based, problem driven learning facilitates high integration of technical and non-technical knowledge and skills and requires more engagement with the programme from today’s ...
A Doctoral Thesis Examining Change In A Hei In Ireland: Changing Universities And The Response Of Academics To Change In The Dublin Institute Of Technology, Kevin Kelly
This is doctoral thesis undertaken by an experienced academic in the Engineering Faculty of a Higher Education Institute in Ireland. It examines the demand for universities to change in response to a fast changing external environment. This research explores how stakeholders are responding to the demands for change and how a bureaucratic organisation is attempting to become more responsive and innovative.
Improving The Undergraduate Laboratory Learning Experience Through Redesigned Teaching And Assessment Strategies Integrating Transferable Skills And Focusing On Feedback., 2010 Dublin Institute of Technology
Improving The Undergraduate Laboratory Learning Experience Through Redesigned Teaching And Assessment Strategies Integrating Transferable Skills And Focusing On Feedback., Julie Dunne, Barry Ryan
This project aimed to improve the laboratory learning experience for undergraduate science students, focusing initially on first and third year cohorts, through specific objectives. Firstly, to incorporate novel teaching and assessment methods, including student led laboratories, in- house produced instructional videos, “Clickers” audience response devices, and pre-practical on-line multiple choice questionnaires (MCQ) assessments. Secondly, to develop timely feedback mechanisms, including peer review, tutor face-to-face and audio feedback, online automatic feedback, and report checklists. Finally, to embed transferable skills into the laboratory including group work, communication skills (written and oral), organisation and project planning, health and safety, and preparedness for laboratories ...
Towards An Improved Teaching Of Structural Behaviour, 2010 Dublin Institute of Technology
Towards An Improved Teaching Of Structural Behaviour, Colin C. Caprani
The interpretation of mathematical models and how they relate to the physical world is a key skill of the practice of structural engineering. At undergraduate level, there has been a noted reduction in students’ physical intuition in recent years. The teaching of structural engineering must therefore adapt itself to these new realities to maintain public confidence in the safety of society’s infrastructure.
The work carried out for this Fellowship project tacked the identified deficits at two ends of the spectrum of physical intuition. Third year students were introduced to basic structural models, whilst final year students were exposed to ...
Pre-Lecture Resources To Reduce In-Lecture Cognitive Load, 2010 Dublin Institute of Technology
Pre-Lecture Resources To Reduce In-Lecture Cognitive Load, Michael K. Seery
In order to reduce an observed gap in Year 1 performance between students who had and had not completed chemistry at Leaving Certificate in a first year chemistry group, an intervention based on cognitive load theory was implemented. Students completed ten pre-lecture resources before associated lectures. The resources took no longer than five minutes to complete and aimed to introduce students to the core terminology of the lecture. Resources were designed with the principles of cognitive load theory and multimedia resources in mind. They were administered through the DIT Webcourses virtual learning environment and students obtained feedback on a short ...
Techknow-Share: A Social Learning Framework For Group Projects, 2010 Dublin Institute of Technology
Techknow-Share: A Social Learning Framework For Group Projects, Mary Lawlor
Many marketing students at undergraduate level are exposed to experiential learning in Years 3 and 4 where, through more varied pedagogies such as case studies and industry projects, they have a taste of real work marketing practice. It is often a challenge to engage students at second year where the theory and concepts of marketing are required to be taught, often employing a traditional passive learning paradigm (lecture based). The need to foster engagement early in a student’s learning is ever greater with a generation of students that want to construct knowledge socially and leverage Web 2.0 tools ...
Geolearn: Multi-Media Resources, 2010 Dublin Institute of Technology
Geolearn: Multi-Media Resources, Audrey A. Martin
This paper examines the potential of pedagogically designed video demonstrations in supporting the learning requirements of students in the Spatial Information Sciences (DSIS). Currently, over three hundred full and part-time students in the College of Engineering and Built Environment undertake a module in Land Surveying each semester and although these students range in discipline and academic level (NQAI 6-8), they all share a need for basic information and instruction in the area of practical land-surveying techniques. To accommodate this highly practical subject area, 50% of contact time is normally dedicated to group-based field exercises, the results of which are formally ...
Basics: Building A System To Ingrain Core Competencies Within Students, 2010 Dublin Institute of Technology
Basics: Building A System To Ingrain Core Competencies Within Students, David Dorran
The aim of the project is to develop a system which will promote a solid knowledge of programmes’ “core competencies” amongst students. This will be achieved by building a set of online quizzes which students will undertake on a regular basis throughout the delivery of programme modules. Quizzes will include feedback with links to web-based activities/information to help students develop their understanding.