Education Commons^™

Teaching Distance Education In Library Science: A Comparative Study Of Faculty Satisfaction, Teaching Effectiveness, And Support Services, David S. Adams

Theses and Dissertations

The purpose of this study was to determine whether distance education technologies, institutional support services and/or faculty demographics have a relationship to the job satisfaction of faculty teaching in American Library Association (ALA) accredited master of library and information science programs (MLS) delivered through online distance education. A better understanding of faculty satisfaction in these areas will allow universities to more effectively select technologies and design/maintain support services that can contribute to faculty morale, teaching effectiveness, and program quality in distance education.

The researcher studied faculty in MLS programs because the discipline of library science interconnects academe, information collection and …

Teaching Children Who Have Difficulty Mastering Auditory Discriminations, Sarah Lichtenberger

Dissertations

Simple and conditional visual and auditory discrimination repertoires are critical components of many skills necessary for daily functioning, including communication, academic, and daily-living skills (Green, 2001). When auditory discrimination is not under instructional stimulus control, it can result in delayed acquisition of new skills and limit academic progress. The purpose of this study was to teach auditory discrimination to children with autism who had little to no progress on classroom procedures that required auditory discrimination, such as selecting an object from an array when given the name of the object as the direction. Auditory discrimination was taught starting with teaching …

Teachers' Perceptions Of Manipulatives During Middle School Math Instruction, Angela L. Vizzi

Walden Dissertations and Doctoral Studies

In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers' perceptions of PD and perceived …