Education Commons^™

A Mixed Methods Study Of The Implementation Of Collaborative Technology Tools For Enhancing Collaboration And Student Engagement In Online Learning: Faculty Experiences And Student Perspectives, Ayshah Abdullah Alahmari

Theses and Dissertations

The appropriate implementation of collaborative technology tools in online courses leads to a culture of social learning where technology empowers students to take central roles in their learning. Yet, critical questions still exist about how faculty design, develop, implement collaborative eLearning activities using technology tools that support collaboration and student engagement in online courses, and what perspectives students have toward their experiences while participating in these activities. The purpose of the study is to explore the experiences of faculty members implementing collaborative technology tools in online courses to support collaboration and student engagement, in addition, to obtain the perspectives of …

Resilience And Academic Achievement In Minority Students, James A. Britton

Theses and Dissertations

Students can thrive within school programs and sustain their capacity for success despite seemingly overwhelming obstacles. A model of school-based resilience can insulate students from risk and help students acknowledge challenges, embrace them, and learn as students encounter challenge and surmount it.

This study of a high school program analyzed the relationship between educational resilience and academic achievement through a direct measure of resilience. The research investigated whether a program increased resilience for minority and low-income high school students and whether stronger resilience was associated with improved academic outcomes. Students in the program produced significantly better academic outcomes, as measured …

Analysis Of Grade Variances In Multisection Calculus Classes, S. Paul Shaffer

Theses and Dissertations

The purpose of this dissertation was to explore grade variances associated with multisection calculus grades. The method for the project was quantitative examining grade distribution patterns that existed between calculus sections at a public university void of an over-arching grading policy during the case study. Results showed that different grade distribution patterns by different instructors were primarily due to student-centric characteristics. The significant findings suggest that student grades are firmly in control of students. Only when course grade averages were at the extreme did evidence suggest that instructor-centric characteristics played meaningful role in student grade determination.

Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking

Theses and Dissertations

This study examined the assessment instruction of a four-year undergraduate secondary education program and its alignment to the teaching standards and the summative teacher licensure assessment. Document analyses were conducted on the program’s syllabi as well as the assessment portions of the InTASC standards and the handbook of the edTPA. Results highlighted several areas of misalignment in the areas of categorical concurrence, depth of knowledge, and range of knowledge. Also of note, preservice teachers in different secondary subject areas are receiving different amounts of assessment instruction. Additionally, local edTPA data was examined to highlight areas of strength and weakness. Students …

The Effect Of Concept Mapping On Baccalaureate Nursing Students' Knowledge Acquisition, Pamela S. Laskowski

Theses and Dissertations

This dissertation is a series of three papers on the effect of concept mapping on baccalaureate nursing students’ knowledge acquisition. The first paper is an integrative review of the literature on the use of concept mapping in nursing education. The review evidences that concept mapping has been effective in nursing education for increasing students’ critical thinking. However, it shows that no studies addressing the level of nursing knowledge gained using concept mapping were identified, indicating a need for research in the area of the use of concept mapping for nursing knowledge acquisition. The second paper is a feasibility study of …

The Tropes We Tutor By: Names And Labels As Tropes In Writing Center Work, Scott R. Sands

Theses and Dissertations

The following study explores the way names and labels function as tropes in writing center work. Building on Lakoff and Johnson’s work on metaphors, and using Kenneth Burke’s concept of the trope, this study analyzes the way names and labels for writing center spaces, people, activity, and preparation function metaphorically, synecdochically, metonymically, and ironically to shape the way people understand and value writing centers. This study demonstrates the ways in which names and labels used in writing center work both focus attention on particular aspects of that work and also minimize or hide other important aspects of that work. Ultimately, …

Learning To See The Forest For The Corn: Establishing Sense Of Place And Community In A Field-Based Ecology Course For Pre-Service Educators, Michelle Edgcomb Friday

Theses and Dissertations

In this dissertation grounded theory techniques were used to characterize pre-service educators’ experiences in a semester-long, field-based ecology course. Through participation in a citizen science project, participants formed a community of practice that extended their conceptions of themselves as ecology students and scientists. Extended field experiences in a variety of local ecosystems contributed to the development of a sense of place. Paired fieldwork with lecture aided their developing ecological literacy and their understanding of place-based pedagogy. All of these combined to support their growing understanding of their role in field-based ecology education. Lack of background in ecology and ecology pedagogy …

Voices Of Cooperating Teachers: Comparing Experiences Of Professional Development School And Traditional Student Teaching Models, Katherine Hlavach Bruemmer

Theses and Dissertations

This mixed-methods sequential study compared the experiences of cooperating teachers (CT) in a Professional Development School program and a traditional student teaching program. Cooperating teachers’ perspectives were gathered through an on-line survey and interviews. Information gathered was related to the preparation for acting as a CT, involvement with the student teaching process, professional benefits of acting as a CT, impact of the experience on their own teaching, and suggestions for improvements to the teacher preparation programs. Results indicate that no significant differences were found between the experiences of CTs in the different programs. Findings did reveal that CTs desire greater …