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Faculty Views Of Online Competency-Based Education, Self-Efficacy, And Institutional Support: An Exploratory Mixed Methods Study, Christopher Russell Prokes
Faculty Views Of Online Competency-Based Education, Self-Efficacy, And Institutional Support: An Exploratory Mixed Methods Study, Christopher Russell Prokes
Boise State University Theses and Dissertations
Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings …
Understanding Learners' Experiences Of Using Eportfolio In A High School Physics Course, Daniel P. Carroll
Understanding Learners' Experiences Of Using Eportfolio In A High School Physics Course, Daniel P. Carroll
Boise State University Theses and Dissertations
There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift toward personalized learning and authentic assessment has been partly driven by increases in the available technology that can support those types of changes. This dissertation is a basic qualitative study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class. The school in which this research took place fully implemented a 1:1 program and has been piloting personalized learning strategies for the past five years. The …
Exploring The Self-Efficacy And Perceptions Of Virtual Mentoring Of Teachers Participating In A New Teacher Induction Program, Katie Peila
Boise State University Theses and Dissertations
Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. Teachers with high self-efficacy exhibit more enthusiasm and persistence and higher levels of organizational commitment. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This …
Technology Integration Self-Efficacy Reframed Through The Iste Standards: An Investigation Among Urban K-12 Teachers, Frank C. Gomez Jr.
Technology Integration Self-Efficacy Reframed Through The Iste Standards: An Investigation Among Urban K-12 Teachers, Frank C. Gomez Jr.
Boise State University Theses and Dissertations
Utilizing a descriptive research design and a theoretical framework based on self-efficacy theory (Bandura, 1997), this quantitative study examined self-efficacy as a factor on teachers’ technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. To measure teachers’ self-efficacy in using and integrating technology in the classroom, this study employed an online survey that included the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the researcher which is aligned to the ISTE (2017) Standards for Educators, and seven key demographic questions. Chief among these is the frequency of technology-oriented …
Personalized Professional Learning Experiences And Teacher Self-Efficacy For Integrating Technology In K-12 Classrooms, Allison Barsnica Hall
Personalized Professional Learning Experiences And Teacher Self-Efficacy For Integrating Technology In K-12 Classrooms, Allison Barsnica Hall
Boise State University Theses and Dissertations
The studies in this dissertation were designed to develop an understanding of the impact of personalized professional learning experiences for K-12 teachers. These studies took place in a large, preK-12, public school district in the Southwest region of the United States. Through a combination of quantitative and qualitative methodology, these studies measured the growth of teachers’ perceptions of their ability to work with technology tools and their self-efficacy towards integrating technology purposefully to improve the learning experiences of their students, as well as delving into the personal experiences of select teachers in the program. The Core Conceptual Framework for teacher …