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Surviving Pandemic Practicum: Early Career Music Teachers' Perceived Self-Efficacy Following The Covid-19 Pandemic, Aubree Pacifico Windish
Surviving Pandemic Practicum: Early Career Music Teachers' Perceived Self-Efficacy Following The Covid-19 Pandemic, Aubree Pacifico Windish
West Chester University Doctoral Projects
This qualitative study examines early career music teachers’ perceived self-efficacy following teacher practicum during a global pandemic. I conducted focus group conversations with undergraduate music education alum (N=16) from Southeastern State University (SSU) at the end of 2023. Participants described the impact of the COVID-19 pandemic on their music teacher practicum and overall experiential learning at SSU. The focus group questions, and subsequent deductive coding of their answers, aligned with the four roles of Bandura’s (1977) Self-Efficacy Theory. Participants reported low perceived self-efficacy in their first year of in-service teaching, with variations based on the stages of the COVID-19 pandemic …
Online Instructors’ Use Of The Cognitive Theory Of Multimedia Learning Design Principles: A Mixed Methods Investigation, Thomas C. Pantazes
Online Instructors’ Use Of The Cognitive Theory Of Multimedia Learning Design Principles: A Mixed Methods Investigation, Thomas C. Pantazes
West Chester University Doctoral Projects
The growing use of digital video for online learning among US higher education instructors accelerated as a result of the COVID-19 pandemic raising questions about instructors’ knowledge of video creation principles (Bétrancourt & Benetos, 2018; Chorianopoulos, 2018; Kay, 2012; McCormack, 2020; Seaman, et al, 2018). This explanatory sequential mixed methods research describes the extent to which higher education instructors who create digital instructional video for online learning applied 11 multimedia design principles of the Cognitive Theory of Multimedia Learning (CTML). The case study triangulated self-reported survey data from 55 online instructors, interview data from five instructors with the highest implementation …
The Importance Of Peer Engagement And Peer Support Groups On Persistence Of Online Law Students: A Mixed Methods Study, Larasz Moody
The Importance Of Peer Engagement And Peer Support Groups On Persistence Of Online Law Students: A Mixed Methods Study, Larasz Moody
West Chester University Doctoral Projects
There is a lack of research on peer support and peer engagement in online graduate programs, particularly in online law schools where the research is practically non-existent. The purpose of this mixed-methods study is to examine how important peer support is to first-year online law students. There is extensive research that posits the efficacy of peer support on online students in undergraduate programs (Tinto, 1975; Astin, 1984) but not enough attention is given to how peer support impacts adult online students with significant external and internal compounding factors (Kember, 1989; Rovai, 2003; Redmond, 2018). This mixed-methods study will help to …
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris
Moments Of Reflection: A Phenomenological Study Of Preservice Teacher Reflection, Jane Ferris
West Chester University Doctoral Projects
Transitioning from their training programs to their own classrooms, new teachers may feel a disconnect between what they learned and what they experience. To help with this transition and to promote teachers’ abilities to respond to the varying and unique needs of their students and schools, teacher training programs, beginning in the 1980s, have incorporated the use of reflective practice. Reflection provides teachers an opportunity to engage with their experiences in such a way that prereflective understandings, assumptions, biases, and beliefs may be identified. Reviewed literature suggests that teacher training programs do not clearly define and implement reflection instruction into …