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Full-Text Articles in Education

3cam Model Concept Maps, Critical Thinking, Collaboration Assessment (3cam) Toward The Path Of Mastery Learning, Elham Zandvakili Jan 2019

3cam Model Concept Maps, Critical Thinking, Collaboration Assessment (3cam) Toward The Path Of Mastery Learning, Elham Zandvakili

Doctoral Dissertations

This study reports an exploratory study of the 3CAM model of classroom learning. 3CAM is an acronym for concept maps, critical thinking, collaboration, and mastery. It is a student-centered approach to mastery learning that empowers students to take responsibility for their own learning. The model is a theory and a practice. The theory is the language games of critical thinking and the practice is the activities of visualizing concept maps, applying critical thinking, collaborating, and creating their own assessment. Students play the language games of critical thinking using the WH questions: “what, when, why, where, who and how”. Students apply ...


Developing Musicianship And 21st Century Learning Skills Using The Lisk “Creative Director” Series, Thomas Reynolds, Thomas E. Reynolds Jan 2018

Developing Musicianship And 21st Century Learning Skills Using The Lisk “Creative Director” Series, Thomas Reynolds, Thomas E. Reynolds

Doctoral Dissertations

ABSTRACT

DEVELOPING MUSICIANSHIP AND 21st CENTURY LEARNING SKILLS USING THE LISK “CREATIVE DIRECTOR” SERIES

SEPTEMBER 2018

THOMAS E. REYNOLDS, B.M.E., NEW ENGLAND CONSERVATORY OF MUSIC

M.M.E. ITHACA COLLEGE

Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST

Directed by: Professor Sara K. Jones

The Edward S. Lisk “Creative Director” pedagogical techniques have been found to be invaluable in the instrumental music classroom for teaching overall musicianship skills. As educators address the teaching of 21st century learning skills through all of the academic disciplines, many of the Lisk techniques for teaching overall musicianship skills also foster the teaching ...


Using Social Network Analysis To Investigate The Relationship Between School-Based Team Communication Networks And Implementation Of Positive Behavior Support Systems, Shannon K. Barry Jan 2015

Using Social Network Analysis To Investigate The Relationship Between School-Based Team Communication Networks And Implementation Of Positive Behavior Support Systems, Shannon K. Barry

Doctoral Dissertations

The purpose of this study was to examine the relationship between school-based team communication networks and implementation of school-wide reform efforts and initiatives, namely Positive Behavioral Interventions and Supports (PBIS). The study employed social network analysis (SNA) to determine if a relationship was present between the structure and properties of the team communication network and the level of implementation of PBIS, the position and properties of the PBIS leadership team and the level of implementation of PBIS implementation, and the quality of internal process for collaboration of the PBIS leadership team and PBIS implementation. It was predicted that schools in ...


Sharevision Collaboration Between High School Counselors And Athletic Educators To Stop Lgbtq Bullying, Lisa Dawn Thompson May 2013

Sharevision Collaboration Between High School Counselors And Athletic Educators To Stop Lgbtq Bullying, Lisa Dawn Thompson

Open Access Dissertations

The purpose of the study was twofold: to explore how school counselors and athletic educators experienced implementing the 2010 Massachusetts Anti-bullying law and to explore how participants experienced using the Sharevision structured group reflection process as the format for group discussions. The Sharevision structured group reflection process provided the safety and support school counselors and athletic educators said they needed. Participants eagerly shared their experiences with one another. They used the Sharevision process to discuss the list of participant generated questions they posed during the individual interviews. They exchanged ideas and were able to generate new ways to respond to ...


Evaluating The Role Of Principals In Teacher Teams: A Longitudinal Analysis Of Principal Involvement And Impact In A District-Wide Initiative To Increase Teacher Collaboration, Craig Michael Outhouse May 2012

Evaluating The Role Of Principals In Teacher Teams: A Longitudinal Analysis Of Principal Involvement And Impact In A District-Wide Initiative To Increase Teacher Collaboration, Craig Michael Outhouse

Open Access Dissertations

Principal leadership is one of the most heavily researched topics in the field of education and is a key to increasing school effectiveness and stimulating school change. One of the most important principal roles that have emerged in the literature is the facilitation of a collaborative culture. Teacher collaboration has been linked to a variety of positive outcomes such as improved instruction and student learning. Research indicates that collaboration is most effective when it is part of a district's professional development. Using a theory-driven approach, the present study evaluated a four-year collaboration initiative aimed to increase student learning in ...


Working Together: The Role Of Collaborations In Promoting The Use Of Academic Technologies In Higher Education, Kate Hudson Sep 2010

Working Together: The Role Of Collaborations In Promoting The Use Of Academic Technologies In Higher Education, Kate Hudson

Open Access Dissertations

Through the centuries, institutions of higher education, and the people who labor in those institutions, have helped countless millions to learn--to stretch their boundaries, to think creatively, to find joy in discovery, and to create new knowledge that benefits the world in a myriad of ways. Yet while the knowledge produced through our educational process has transformed the world, the process of teaching and learning within these institutions has remained largely unexplored and unchanged over the centuries (Bass, 2009; Duderstadt, Atkins, & Van Houweling, 2002; Woolsey, 2008). In recent years, the advent and rapid development of information technology has provided us with a previously ...


Teacher Inquiry Group: The Space For (Un)Packing Representations Of Discourses Of Achievement Gap And The Possibility Of An Institutional Transforming Practice, Floris Wilma Ortiz-Marrero May 2009

Teacher Inquiry Group: The Space For (Un)Packing Representations Of Discourses Of Achievement Gap And The Possibility Of An Institutional Transforming Practice, Floris Wilma Ortiz-Marrero

Open Access Dissertations

This dissertation explores implications about teacher inquiry group (IG) practices through the representations of achievement gap (AG) discourses. The study draws from the challenges, struggles, and accomplishments of a middle school inquiry group of teachers and staff that worked collaboratively, as an institutionalized practice, with the intention to develop recommendations for closing the AG. After five years of collaborative work, the group did not get to develop an action plan. This longitudinal, ethnographic, qualitative study unveils multiple and contested representations of AG discourses and unpacks three assumptions about teacher inquiry group practices as a strategy for institutional and/or individual ...