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Articles 61 - 90 of 95
Full-Text Articles in Education
Designing, Developing, And Implementing Real-Time Learning Analytics Student Dashboards, Robert Gordon Bodily
Designing, Developing, And Implementing Real-Time Learning Analytics Student Dashboards, Robert Gordon Bodily
Theses and Dissertations
This document is a multiple-article format dissertation that discusses the iterative design, development, and evaluation processes necessary to create high quality learning analytics dashboard systems. With the growth of online and blended learning environments, the amount of data that researchers and practitioners collect from learning experiences has also grown. The field of learning analytics is concerned with using this data to improve teaching and learning. Many learning analytics systems focus on instructors or administrators, but these tools fail to involve students in the data-driven decision-making process. Providing feedback to students and involving students in this decision-making process can increase intrinsic …
Authentic Purposeful Design Within Moral Spaces Of Teaching At Byu, Thomas Lane Ferrin
Authentic Purposeful Design Within Moral Spaces Of Teaching At Byu, Thomas Lane Ferrin
Theses and Dissertations
This thesis is an exploration of the role of a new course design method in the teaching practice of faculty at Brigham Young University (BYU). This method, used by teaching and learning consultants at BYU, is termed authentic purposeful design. It encourages faculty to succinctly define what their course will help students become, use principles of backward design to align all course elements to that purpose, and teach the course with its core purpose in mind. The course design and teaching methods of 3 faculty members who used authentic purposeful design were studied using a qualitative research approach. Themes emerged …
The Operationalization Of The Theoretical Antecedents Of Collective Teacher Efficacy, Kathryn A. Larsen
The Operationalization Of The Theoretical Antecedents Of Collective Teacher Efficacy, Kathryn A. Larsen
Theses and Dissertations
Much research on collective teacher efficacy focuses on outcomes, mainly the benefits to students. However, there is no research that explores how teacher teams enact the theoretical antecedents to collective efficacy set out by Bandura (1977, 1993), namely vicarious learning, verbal persuasion, psychological arousal, and mastery experiences, to make such achievements possible. This qualitative study explores the experiences of two teams of secondary language arts teachers who were collectively efficacious and how they operationalized Bandura's theoretical antecedents of collective teacher efficacy in becoming so. After verification of levels of personal and collective efficacy, team interviews were held specifically addressing the …
Academic Persistence Among Native American High School Students, Tianna Jeanne Buckley
Academic Persistence Among Native American High School Students, Tianna Jeanne Buckley
Theses and Dissertations
Qualitative interviews with 12 Native American high school junior and senior students who grew up on reservations identified the following themes related to their persistence in college: (a) faculty support, (b) structured social support, (c) family support or the lack thereof, (d) motivation to be better, and (e) encountering racism. The results indicated a need for clear academic expectations between the school district and the tribal liaisons, multicultural training to foster positive relationships from the primary to secondary level, and structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational …
Building Procedural Fluency From Conceptual Understanding In Equivalence Of Fractions: A Content Analysis Of A Textbook Series, Mark S. Nance
Building Procedural Fluency From Conceptual Understanding In Equivalence Of Fractions: A Content Analysis Of A Textbook Series, Mark S. Nance
Theses and Dissertations
During the last several decades, mathematics reform has emphasized the goal of ensuring that students develop both conceptual and procedural understanding in mathematics. The current mathematics reform, Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers [NGA Center & CCSSO], 2010), promotes this goal, with procedural knowledge building upon a strong conceptual base. This study uses content analysis to investigate the extent and ways in which Houghton Mifflin Harcourts Go Math! K-8 (HMH, 2016) supports teachers in building procedural fluency from conceptual understanding when teaching equivalence of fractions.Krippendorfs (1980) framework for content …
Agile Development In Instructional Design: A Case Study At Byu Independent Study, Alyssa Jean Erickson
Agile Development In Instructional Design: A Case Study At Byu Independent Study, Alyssa Jean Erickson
Theses and Dissertations
Agile development is a software development methodology that originated in 2001 (Beck, et al.). It has since gained wide recognition and use in the software industry, and is characterized by iterative development cycles. Organizations outside of the software industry are also finding ways to adapt Agile development to their contexts. BYU Independent Study (BYUIS) is an online education program at Brigham Young University that provides online courses at the high school and university levels. In April 2016, BYUIS implemented the Agile development process to the design and development of online courses. This thesis is a case study that looks specifically …
Group Size In Physical Education: A Teachers' Perspective, David C. Barney, Robert Christenson Dr.
Group Size In Physical Education: A Teachers' Perspective, David C. Barney, Robert Christenson Dr.
Faculty Publications
The physical education context is fun, yet challenging. There is the potential to offer a multitude of activities and games for students. Thus, PE teachers should put the students in the best position to learn the content. One method PE teachers can use is putting students in small-sided groups during game and activities. The purpose of this study was to investigate K-12 physical education teachers’ perceptions of small-sided games/activities in their PE lessons. For this study 31 K-12 physical educators from five states participated in the study. The PE teachers were emailed a survey for them to fill out. The …
Comparison Of Workload For University Core Courses Taught In Regular Semester And Time-Compressed Term Formats, Lyndell Lutes, Randall Davies
Comparison Of Workload For University Core Courses Taught In Regular Semester And Time-Compressed Term Formats, Lyndell Lutes, Randall Davies
Faculty Publications
This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be called “university lite,” in that students did not spend the expected two hours outside of class per hour in class. Math and physics courses came closest to meeting the expected workloads, which tended to remain constant between semesters and terms. Differences in the value students reported for homework varied significantly …
Native Mandarin Speakers' Production Of English Fricatives As A Function Of Linguistic Task Type And Word Position: A Spectral Moment Analysis, Lindsey Mccall Wing
Native Mandarin Speakers' Production Of English Fricatives As A Function Of Linguistic Task Type And Word Position: A Spectral Moment Analysis, Lindsey Mccall Wing
Theses and Dissertations
The purpose of this study was to analyze the phonetic production of fricatives across differing word positions and task types. Further knowledge about the fricative production of second language learners of English would potentially improve the ability to teach correct pronunciation and improve the productivity of second language programs. All participants in this study were native speakers of Mandarin Chinese with English as their second language. A total of 12 subjects participated, all of whom had English proficiency ratings ranging from novice to advanced. The speakers were between 21-51 years of age, with each speaker having between 2 to 6 …
Workplace Social Skills For Young Adults With Autism Spectrum Disorder: A Single-Subject Community-Based Intervention, Haley Anne Thomas
Workplace Social Skills For Young Adults With Autism Spectrum Disorder: A Single-Subject Community-Based Intervention, Haley Anne Thomas
Theses and Dissertations
Since socialization deficits are the primary characteristic of autism spectrum disorder, attaining and maintaining employment in adulthood can prove to be problematic. This study evaluates the effectiveness of a nine-week program designed to teach workplace social skills to young adults with autism in a community setting. Both qualitative and quantitative methods were used to analyze outcomes. Quantitative methods consisted of live observational behavioral coding. Qualitative measures used written intake and discharge reports, obtained from the program's coordinators, to analyze their perceptions of pre-intervention goals and post-intervention outcomes and remaining barriers related to social skills. Overall outcomes suggest the program does …
Ethnic Identity And School Belonging Among Pacific Islander High School Students, Mari N. Oto
Ethnic Identity And School Belonging Among Pacific Islander High School Students, Mari N. Oto
Theses and Dissertations
Pacific Islander high school students in the state of Utah specifically, but across the United States generally, face significant challenges such as high levels of high school dropout and low levels of academic attainment. The purpose of this study was to examine if components of an achieved ethnic identity (exploration and commitment) are positively related to high levels of school belonging among Pacific Islander high school students in Utah. I further investigated whether self-esteem was a mediating factor in any observed relationship between ethnic identity and school belonging. Participants in this study were Pacific Islander youth between the ages of …
Examining The Use Of Open Badges To Respond To Challenges Of An Undergraduate Technology Course For Secondary Education Majors, Daniel Lee Randall
Examining The Use Of Open Badges To Respond To Challenges Of An Undergraduate Technology Course For Secondary Education Majors, Daniel Lee Randall
Theses and Dissertations
In this dissertation, the creation and iterative improvement of an open badge system for an undergraduate preservice educational technology course is examined through 3 journal-ready articles. In article 1, we detail the design, development and implementation of the badge system and demonstrate how an open badge system could help meet the challenges facing the course. Several future design implications are identified, including how to scale the badge system while maintaining quality control and how to achieve financial sustainability. Future research implications include determining if awarding badges provide students with additional motivation and what employers perceptions of badges might be. Article …
Sixth-Grade Elementary And Seventh- And Eighth-Grade Middle School Teachers' Knowledge And Beliefs About Science Literacy, Melissa P. Mendenhall
Sixth-Grade Elementary And Seventh- And Eighth-Grade Middle School Teachers' Knowledge And Beliefs About Science Literacy, Melissa P. Mendenhall
Theses and Dissertations
The purpose of this qualitative study was to explore Grades 6-8 teachers knowledge and beliefs about science literacy and instruction that develops science literacy, in both the fundamental and derived senses. All Grade 6 elementary teachers and Grades 7-8 middle school science teachers from five school districts in the Mountain West region of the U.S. were invited to participate by responding to an online survey consisting of open response questions and critical instances. Data were analyzed using an immersion style of coding. Findings suggest a majority of teachers view literacy as reading and writing and text as something that is …
Keystroke Dynamics: Utilizing Keyprint Biometrics To Identify Users In Online Courses, Jay Richards Young
Keystroke Dynamics: Utilizing Keyprint Biometrics To Identify Users In Online Courses, Jay Richards Young
Theses and Dissertations
This study examined the potential use of keystroke dynamics to create keyprints (typing fingerprints) to authenticate individuals in online assessment situations. The implications of this study are best understood in terms of the keystroke behavioral biometric. While previous studies considered the degree to which keystroke typing patterns are unique, this study was set up to determine how well keyprints are able to identify individuals when typing under various treatment conditions (copy typing, free typing, and typing with mild or moderate impediments). While authentication can be difficult when attempting to correctly identify individual users, the results of this study indicate that …
The Effects Of Incomplete Rating Designs On Results From Many-Facets-Rasch Model Analyses, Mary R. Mcewen
The Effects Of Incomplete Rating Designs On Results From Many-Facets-Rasch Model Analyses, Mary R. Mcewen
Theses and Dissertations
A rating design is a pre-specified plan for collecting ratings. The best design for a rater-mediated assessment both psychometrically and from the perspective of fairness is a fully-crossed design in which all objects are rated by all raters. An incomplete rating design is one in which all objects are not rated by all raters, instead each object is rated by an assigned subset of raters usually to reduce the time and/or cost of the assessment. Human raters have varying propensities to rate severely or leniently. One method of compensating for rater severity is the many-facets Rasch model (MFRM). However, unless …
Preparing The Next Generation Of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter Van Tryon, Jason K. Mcdonald, Atsusi Hirumi
Preparing The Next Generation Of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter Van Tryon, Jason K. Mcdonald, Atsusi Hirumi
Faculty Publications
The ability of novice instructional designers to become skilled problem-solvers, who select and apply appropriate instructional design (ID) models in their work environments, are key competencies generally sought after in introductory ID courses. Yet, the proliferation of ID models, coupled with varied philosophies and practices about how ID is taught may pose challenges for ID educators seeking to prepare the next generation of leaders in the field. With little empirical research or documented best practices, ID educators are left to their own judgment about to how to navigate the practical challenges that can arise in the pursuit of their teaching …
Thinking About Access: Five Propositions, Robert V. Bullough Jr.
Thinking About Access: Five Propositions, Robert V. Bullough Jr.
Brigham Young University-Public School Partnership Occasional Papers
No abstract provided.
An Exploration Of The Role Of Religion And Spirituality In The Treatment And Recovery Of Patients With Eating Disorders, P. Scott Richards, Michael E. Berrett, Carrie L. Caoili, Sabree A. Crowton, Randy K. Hardman, Russell N. Jackson, Peter W. Sanders
An Exploration Of The Role Of Religion And Spirituality In The Treatment And Recovery Of Patients With Eating Disorders, P. Scott Richards, Michael E. Berrett, Carrie L. Caoili, Sabree A. Crowton, Randy K. Hardman, Russell N. Jackson, Peter W. Sanders
Faculty Publications
This article reports two qualitative studies that explored how religion and spirituality (R/S) influenced the treatment and recovery process of patients with eating disorder. In Study 1 and Study 2, a total of 83 women who had successfully completed treatment at an inpatient eating disorder treatment center responded to open-ended survey questions about the role of R/S in their recovery. Twelve of the women in Study 2 participated in follow-up phone interviews. Qualitative analysis of survey responses and interview transcripts indicated that although many women believed R/S contributed to the development and maintenance of their eating disorder, most of them …
Effects Of Parent-Implemented Interventions On Outcomes For Children With Developmental Disabilities: A Meta-Analysis, Tina Taylor, Timothy B. Smith, Byran B. Korth, Barbara Mandleco
Effects Of Parent-Implemented Interventions On Outcomes For Children With Developmental Disabilities: A Meta-Analysis, Tina Taylor, Timothy B. Smith, Byran B. Korth, Barbara Mandleco
Faculty Publications
A large body of literature exists related to parent-implemented interventions for children with disabilities, so it is helpful to synthesize the results of outcome-based interventions for children with developmental disabilities. Specifically, what are the effects of parent-implemented interventions intended to improve children’s (1) social behaviors, (2) life skills/adaptive behavior, and (3) communication skills? Using meta-analytic aggregation of effect sizes across 30 studies with a total of 1,356 participants, this review examined the association between parent-implemented interventions and intended outcomes for young children with developmental disabilities. Across all 30 studies comparing children’s outcomes to control groups, the random-effects-weighted average effect size …
A Comparison Of Traditional And Adaptive Comparative Judgment Assessment Techniques For Freshmen Engineering Design Projects, Scott R. Bartholomew, Greg J. Strimel, Andrew Jackson
A Comparison Of Traditional And Adaptive Comparative Judgment Assessment Techniques For Freshmen Engineering Design Projects, Scott R. Bartholomew, Greg J. Strimel, Andrew Jackson
Faculty Publications
This article examines the use of an alternative form of assessment for engineering design projects called adaptive comparative judgment (ACJ). The researchers employed an ACJ tool to evaluate undergraduate engineering student design projects in an effort to examine its’ reliability, validity, and utility in comparison with traditional assessment techniques. The ACJ process employed multiple judges to compare the design artifacts of 16 first-year engineering majors. The authors conducted an analysis of the reliability and validity of the ACJ method compared to the traditional rubric used to evaluate the project and the performance data of each student’s design prototype. For these …
Editorial Introduction, Grant Eckstein, Betsy Gilliland
Editorial Introduction, Grant Eckstein, Betsy Gilliland
Journal of Response to Writing
We are thrilled to introduce and welcome you to our fourth volume year of Journal of Response to Writing. This is the seventh installment of the journal, and we are encouraged by JRW’s growing readership and increasing dissemination of scholarship internationally. As we continue to offer a shared venue for practitioners and researchers of English composition, second language writing, foreign language writing, and writing center studies, we hope that you will kindly share this open-access, online resource with your colleagues and students who are interested in issues of response to writing. In this issue, we are pleased to introduce a …
Peer Reviews And Graduate Writers: Engagements With Language And Disciplinary Differences While Responding To Writing, Kate Mangelsdorf, Todd Ruecker
Peer Reviews And Graduate Writers: Engagements With Language And Disciplinary Differences While Responding To Writing, Kate Mangelsdorf, Todd Ruecker
Journal of Response to Writing
Although peer review as a method of writing response has been examined extensively, only limited research exists on peer review at the graduate level. This study examines graduate students’ peer review interactions in a writing workshop in which first- and second-language students from different disciplines were enrolled. The researchers focused on how students engaged with language and disciplinary differences as they peer-reviewed. Data were collected from two separate writing workshop classes over two semesters and included video recordings, observation notes, writing samples, and end-of-semester surveys. The researchers found that some students could provide only limited assistance when working with peers …
Second Language Teachers’ Written Response Practices: An In-House Inquiry And Response, Joseph J. Lee, Farzaneh Vahabi
Second Language Teachers’ Written Response Practices: An In-House Inquiry And Response, Joseph J. Lee, Farzaneh Vahabi
Journal of Response to Writing
This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers’ feedback practices and to bring about purposeful change within our local context. Data consist of 4,313 electronic feedback (e-feedback) items given by six writing teachers to 36 L2 students on six writing tasks in a first-year writing course for international students. Using Ene and Upton’s (2014) e-feedback framework, each feedback instance was coded for feedback target, directness, explicitness, charge, and location. Although some variations exist, results show that these teachers overwhelmingly focused on form …
The Genre Of Teacher Comments From Hard Copy To Ipad, Jennifer Grouling
The Genre Of Teacher Comments From Hard Copy To Ipad, Jennifer Grouling
Journal of Response to Writing
Although scholars have advocated for new technologies for responding to student work, there has been little study of how commenting style varies across types of technologies. Using a combination of artifact analysis and interviews, this study shows how the comments of five writing instructors varied between hard-copy and iPad-collected papers. Comments were coded for focus and mode based on previous work by Straub and Lunsford (1995). The overall focus, mode, and length of comments remained consistent across types of technology. In addition, the genre of the end comment (Smith, 1997) remained consistent and appeared unaffected by technology use. However, participants …
A Conversational Approach: Using Writing Center Pedagogy In Commenting For Transfer In The Classroom, Elizabeth Busekrus
A Conversational Approach: Using Writing Center Pedagogy In Commenting For Transfer In The Classroom, Elizabeth Busekrus
Journal of Response to Writing
While some studies suggest that teachers’ written comments help students transfer writing skills across contexts (Wardle, 2007), the literature on feedback’s role in the transfer process has yet to be fully explored. Research has indicated that feedback that is intentional, specific, and reflective benefits students’ writing growth and the transfer process. To rethink this process of providing feedback, this article discusses how writing center principles can be applied to commenting for transfer in first-year composition and writing-intensive courses. Writing centers offer an individualized, student-centered, conversational approach to learning. Universities have incorporated the writing center into the classroom through writing fellows …
Editorial Introduction, Betsy Gilliland, Grant Eckstein
Editorial Introduction, Betsy Gilliland, Grant Eckstein
Journal of Response to Writing
We are pleased to share with you our latest issue of the Journal of Response to Writing. Although not intentionally planned, this issue’s three feature articles all explore the affective dimensions of response, considering both learners’ and instructors’ views on aspects of response practice. The authors point out that just as important as examining what happens when responding is knowing how the people involved experience response. We are pleased to welcome back JRW’s founding editor, Dana Ferris, whose article “‘They Say I Have a Lot to Learn’: How Teacher Feedback Influences Advanced University Students’ Views of Writing” presents the findings …
“They Said I Have A Lot To Learn”: How Teacher Feedback Influences Advanced University Students’ Views Of Writing, Dana Ferris
“They Said I Have A Lot To Learn”: How Teacher Feedback Influences Advanced University Students’ Views Of Writing, Dana Ferris
Journal of Response to Writing
This study examines the relationship between students’ memories of teacher feedback and these students’ writing and attitudes toward and enjoyment of writing. More than 8,500 survey responses were collected from advanced undergraduate students in a large university writing program. A question about the characteristics of teacher feedback received by student respondents was examined both quantitatively and qualitatively. Second, responses to a different survey question about students’ attitudes toward writing were statistically compared with their reported memories of teacher feedback. Responses to the teacher feedback and writing attitudes questions from different student subgroups (analyzed by first language backgrounds and by when …
Student Perceptions Of Dynamic Written Corrective Feedback In Developmental Multilingual Writing Classes, Kendon Kurzer
Student Perceptions Of Dynamic Written Corrective Feedback In Developmental Multilingual Writing Classes, Kendon Kurzer
Journal of Response to Writing
In this project, I investigated student perceptions of dynamic written corrective feedback (DWCF), a specific method of providing accuracy feedback, in developmental writing classes for multilingual students. Via a quasi-experimental design using treatment and control sections of a developmental writing program’s three levels, I collected and contrasted survey data from a total of 145 students. I then interviewed three students (one international and two generation 1.5) representing a range of perceptions of DWCF. Participants generally appreciated and valued DWCF, especially as a complement to a grammar textbook, and students of classes that used DWCF reported higher scores on most survey …
Affective Tensions In Response, Nicole I. Caswell
Affective Tensions In Response, Nicole I. Caswell
Journal of Response to Writing
This article reports on a study focused on understanding the relationship between teachers’ emotional responses and the larger contextual factors that shape response practices. Drawing from response and emotion scholarship, this article proposes affective tensions as a way for understanding the tug and pull that teachers experience between what they feel they should do (mostly driven from a pedagogical perspective) and what they are expected to do (mostly driven by an institutional perspective) in a contextual moment. The case study of Kim, a community college instructor, offers an analysis of two affective tensions that emerged from her think-aloud protocol (TAP): …