Education Commons^™

Teaching And Learning Algebra 1 Via An Intelligent Tutor System: Effects On Student Engagement And Achievement, Karen Kerner Lucas

Doctoral Dissertations

This study investigated the implementation and outcomes of blended learning that integrated Apangea Math, an online intelligent tutor system (ITS), with face-to-face instruction for the teaching and learning of Algebra 1. It took place in a Title I urban high school where 75 ninth grade students and their teachers enacted the blended learning program for one semester. Students from the same high school who received face-to-face instruction alone during a previous semester served as a comparison group. Flow theory was proposed as an explanation for why the ITS program was expected to increase student engagement and improve student achievement.

This …

Teacher Perceptions Of Their Science Teaching And Student Learning For Diverse Learners, Yolanda Kirkpatrick

Doctoral Dissertations

The attention to the preparation of science education teachers is important to facilitate equitable learning opportunities and participation in science experiences (American Association for the Advancement of Science, 1990; Lee & Buxton, 2010; Sirin, 2005). Disproportionate numbers of teachers are inadequately prepared to teach diverse learners (Darling-Hammond & Bransford, 2005; Irvine, 2003; Murnane & Phillips, 1981; Oakes, 1990; Zeichner, 1992). Wise (2001) describes teacher preparation in this country as the dirty little secret in education. By this, Wise was referring to the inadequate education and training of teachers that remained a silent part of the discourse on teacher preparation.

The …

Sketchmate: A Computer-Aided Sketching And Simulation Tool For Teaching Graph Algorithms, Kristy Sue Van Hornweder

Doctoral Dissertations

In this dissertation, we developed and tested a sketching, visualization, and simulation tool called Sketchmate for demonstrating graph algorithms commonly taught in undergraduate computer science courses. For this research, we chose to focus on shortest path and network flow algorithms. Two versions of this tool have been implemented: 1) an instructor tool that supports computer-aided manual simulations of algorithms that augment traditional whiteboard presentations, allowing lectures to be more dynamic and interactive, and 2) a student tool that supports computer-aided manual practice of algorithms that enables students to work through homework problems more quickly while providing detailed incremental feedback about …

Classroom Response System Integration In A Distance-Learning Introductory High School Physics Course, Alexander T. Pegram

Masters Theses

Tennessee ranks among the lowest states in terms of high school physics availability. This fact is compounded in rural areas by limited enrollment and a lack of accredited physics teachers. A distance-learning physics course was established between the University of Tennessee Knoxville and Morristown West High School in order to offer an introductory physics course in a school with no accredited physics teacher. Because classroom response systems have been shown to increase interactivity and discussion in physics courses, leading to better learning gains, the course was taught via live video-conferencing with the integration of a classroom response system.

Deaf Education Preservice Teachers’ Perceptions Of Scientific Inquiry And Teaching Science To Deaf And Hard Of Hearing Students, Shannon Carol Graham

Doctoral Dissertations

The purpose of this dissertation was to describe preservice teachers’ perceptions of scientific inquiry and science teaching to deaf and hard of hearing students. Participants were four deaf education preservice teachers enrolled in a graduate level course on content area methods during their professional internship year. The instructor employed implicit and explicit reflective pedagogy for the science methods section and focused on scientific practices. Research questions guiding this study are as follows: 1) What are deaf education preservice teachers’ perceptions of scientific inquiry? and 2) What are deaf education preservice teachers’ perceptions of science teaching and learning among deaf and …