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Full-Text Articles in Education

The Face Of Feedback: Exploring The Use Of Asynchronous Video To Deliver Instructor Feedback In Multidisciplinary Online Courses, Naimah N. Wade Jan 2016

The Face Of Feedback: Exploring The Use Of Asynchronous Video To Deliver Instructor Feedback In Multidisciplinary Online Courses, Naimah N. Wade

Wayne State University Dissertations

ABSTRACT

THE FACE OF FEEDBACK: EXPLORING THE USE OF ASYNCHRONOUS VIDEO TO DELIVER INSTRUCTOR FEEDBACK IN MULTIDISCIPLINARY ONLINE COURSES

by

NAIMAH NOELLE WADE

November 2015

Advisor: Dr. Monica Tracey

Major: Instructional Technology

Degree: Doctor of Philosophy

The purpose of this qualitative, design-based research study was to design, implement, and explore the use of an asynchronous video feedback protocol in higher education online courses. Bannan’s (2013) Integrative Learning Design Framework guided the design and implementation strategy for this study by dictating its three core phases; 1) Informed Exploration, 2) Enactment, and 3) Local Impact Evaluation. The video feedback intervention cycled ...


The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work, Brigitte Diane Knudson Jan 2016

The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work, Brigitte Diane Knudson

Wayne State University Dissertations

This qualitative research study explored the ways in which sociocultural and professional emotional geographies contribute to female high school English teachers’ perceptions of the work of teaching, as well as how they shape their professional identities. Data collection methods over a 12-week period included a researcher reflective journal, survey, focus group interviews, and individual interviews.

The study sought to understand how female high school English teachers understand the work of teaching and considered their perceptions through lenses of gender and socioeconomic class of both the teacher and the teacher’s school of employments. To this end, the findings represented both ...


A Design-Based Research Study Examining The Impact Of Collaboration Technology Tools In Mediating Collaboration, Kecia Johnese Waddell Jan 2016

A Design-Based Research Study Examining The Impact Of Collaboration Technology Tools In Mediating Collaboration, Kecia Johnese Waddell

Wayne State University Dissertations

ABSTRACT

A DESIGN-BASED RESEARCH STUDY EXAMINING THE IMPACT OF COLLABORATION TECHNOLOGY TOOLS IN MEDIATING COLLABORATION

by

KECIA J. WADDELL

December 2015

Advisor: Dr. Monica W. Tracey

Major: Instructional Technology

Degree: Doctor of Philosophy

Interactive collaboration technologies have expanded users' capabilities to collaborate and have driven pedagogical paradigm shifts toward more learner-centered and interactive teaching and learning. Online learners may be not sufficiently prepared for the level of collaboration fluency expected by a globally competitive digital distributed knowledge economy. This is largely due in part by how collaboration technologies is used towards impacting learning goals and outcomes in practice by online ...


Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (Ieps), Carey Anne Aubrey-Martinez Jan 2016

Cooperative Learning Activities In Social Studies Classrooms And The Effect On Self-Determination For Students With And Without Individualized Education Programs (Ieps), Carey Anne Aubrey-Martinez

Wayne State University Dissertations

Students with disabilities are spending significantly more time in the general education setting than they have historically. General education teachers are in need of strategies to enable them to work with these students more successfully. Additionally, research shows that all students could benefit from activities geared toward developing self-determination skills.

The purpose of this descriptive study was to see if the use of cooperative learning activities could improve the self-determination abilities of general education students and students with an Individualized Education Program in a social studies classroom. Students were given the American Institutes for Research Self-Determination Scale as a pretest ...


Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course, Minakshi Lahiri Jan 2016

Effect Of Expert Modeling On Ill-Structured Problem Solving In An Undergraduate General Education Honors Course, Minakshi Lahiri

Wayne State University Dissertations

Abstract

Effect of Expert Modeling on Ill-Structured Problem Solving in an Undergraduate General Education

Honors Course

by

Minakshi Lahiri

May 2016

Advisor: Dr. Ke Zhang

Major: Instructional Technology

Degree: Doctor of Philosophy

This dissertation research was based on David H. Jonassen’s recommendation that not all problems are the same and different types of problems require different approaches of instruction and scaffolding (Jonassen & Hung, 2008). Jonassen (2011) provided a set of recommended components (problem types, case components, cognitive supports) for designing effective Problem Based Learning Environments (PBLEs).

The purpose of this research was to investigate the effect of using expert modeling of ill-structured problem solving as a scaffolding strategy on undergraduate students’ problem solving outcome. Expert’s analytical guideline to approach and solve an ill structured problem and an example of the expert’s problem solving report was used as scaffold for the problem solving task.

The problem solving performance of the undergraduate students were measured on the three major problem solving learning outcomes as listed below:

i. Ability to define problem

ii. Ability to analyze issues critically and comprehensively

iii. Ability to evaluate proposed solutions/hypotheses to problems

The above mentioned problem solving outcomes and performance scales and categories were defined by a rubric that was developed following the guidelines from the Association for American Colleges and Universities (AACU) problem solving VALUE rubric (Valid Assessment of Learning in Undergraduate Education).

Participants of this study were from 2015 Fall freshmen cohort of Honors College, in a public urban research university in the mid-west of USA. Six Honors College First Year sections participated in this study. Three sections formed the Control group and another three sections formed the Treatment group. The sections were assigned to Control or Treatment group depending on the instructor and was determined with a coin toss. For practical feasibility, three Control Group sections were taught by the same instructor and three Treatment Group sections were taught by same instructor. Students who were less than 18 years of age at the beginning of the fall semester of 2015 were not considered in the study. Total number of participants who qualified for the study, Treatment and Control group combined was 144.

Two groups received an identical problem Task I. 122 participant scores from treatment and control sections combined were analyzed for problem solving Task I to give a baseline problem solving score for the two groups. After Task I, 122 participants were considered for the data analysis of the problem solving task - Task II in this study. There were 54 Participants in the Control Group and 68 participants in the Treatment Group for Task II. The treatment group received the treatment (expert modeling scaffolding) along with Task II and the control group received only the problem solving task - Task II, no scaffold. The problem solving reports from the two groups were graded using the rubric by two reviewers using blind review mechanism for reliability. Reflection responses (optional) were also collected from the treatment group participants on their problem solving experience with the scaffold. Percentage agreement and Cohen’s Kappa were calculated as measures of reliability.

Results of the quantitative data analysis indicated that the treatment group performed significantly better than the control group in the overall problem solving outcome as well as for the components “Ability to define problem” and “Ability to evaluate proposed solutions”. The result was slightly insignificant for the category “Analyze issues critically and comprehensively”. Qualitative data analysis of the treatment group reflection responses were highly positive and indicated that the learners perceived that the scaffold strategy was beneficial for them and that they learned from the experts analytical guidelines. The participants thought that the expert modeling benefited them by providing a useful tool and framework that they could use in future for other similar problem solving situations; the scaffolding strategy helped them organize and structure the information and helped them follow expert’s strategies on critical thinking and problem solving while approaching and working on the problem solving task.


Student, Teacher, School, And District Determinants Of Elementary School Accountability Classification In The Detroit Metropolitan Region, Embekka Nakia Thompson Jan 2016

Student, Teacher, School, And District Determinants Of Elementary School Accountability Classification In The Detroit Metropolitan Region, Embekka Nakia Thompson

Wayne State University Dissertations

Legislators have implemented an accountability system in an effort to increase school quality for all students. Policymakers assume that rewards and sanctions, based on results from high-stakes testing, can improve student achievement. The accountability system does not consider environmental factors that impact student outcomes. This study examines student, teacher, school and district determinants and their impact on student achievement, school designation, and school ranking. Data was collected from 333 elementary (K-5) schools in 56 public school districts and 18 charter schools in three counties: Macomb, Oakland, and Wayne. Two research questions were developed for this study.The first research question ...


Meta-Synthesis Of Sampling Methods Using Coding Strategies And Social Media For Deaf And Hard Of Hearing Nursing Students, Timberly Robinson Robinson Jan 2016

Meta-Synthesis Of Sampling Methods Using Coding Strategies And Social Media For Deaf And Hard Of Hearing Nursing Students, Timberly Robinson Robinson

Wayne State University Dissertations

In 2010, the birth of an aggressive strategy began to emerge aimed to increase the number of Deaf and Hard of Hearing (D/HH) individuals in professional healthcare fields. Employers and higher education admission officials desired more research. Data revealed that the field of nursing had a higher percentage of Deaf and Hard of Hearing professionals than other areas. Yet, there is a gap in the literature related to in-depth accounts about the learning experience and clinical training of D/HH nursing students. A phenomenological study was conducted to examine nursing experiences (homogenous sampling) compared to other clinical and non-clinical ...


Acculturation And Multiculturalism Of Students In Secondary Level Education Programs, Rachelle Warren Jan 2016

Acculturation And Multiculturalism Of Students In Secondary Level Education Programs, Rachelle Warren

Wayne State University Dissertations

ABSTRACT

Even with the rapid changes that individuals are currently experiencing in the U.S. as a result of its fluctuating economy, increased immigration, and evolutionary technological advances, there is not a curriculum or course requirement that exists for Michigan students in secondary level education programs which specifically addresses the issue of acculturation and multiculturalism. This situation is a present reality. Whether planned or unceremoniously imposed, adjusting to a new way of life can be challenging for many people, and establishing a venue for learning the skills to successfully accomplish this task is imperative. If there is a demonstrated need ...


A New Logic Model For Change, Zsa-Zsa Lashawn-Marie Booker Jan 2016

A New Logic Model For Change, Zsa-Zsa Lashawn-Marie Booker

Wayne State University Dissertations

Logic models are defined as visual diagrams that help to explain the theory of change for a program. Over the years the logic model has become a common tool for educational programs who seek to apply for and obtain grant funding. However, the limitations of the logic model make it ineffective at managing evaluations. This study is a retrospective cohort design. The three main goals of this study are to (1) research logic model limitations and adapt a revised logic model that could effectively evaluate an educational program, (2) test both the original and revised logic models on an educational ...


Advisors As Leaders: An Explanatory Study Of The Perceptions That Professional Undergraduate Academic Advisors Have About Leadership Development Skills, Ebony Della Green Jan 2016

Advisors As Leaders: An Explanatory Study Of The Perceptions That Professional Undergraduate Academic Advisors Have About Leadership Development Skills, Ebony Della Green

Wayne State University Dissertations

ABSTRACT

ADVISORS AS LEADERS: AN EXPLANTORY STUDY OF THE PERCEPTIONS THAT PROEFESSIONAL UNDERGRADUATE ACADEMIC ADVISORS HAVE ABOUT LEADERSHIP DEVELOPMENT SKILLS

by

EBONY D. GREEN

August 2016

Advisor: Dr. Michael Owens

Major: Educational Leadership and Policy

Degree: Doctor of Education

Literature is limited about the leadership skill(s) that Professional Undergraduate Academic Advisors (PUAAs) use in their daily practice. Research that addresses advisors and/or their performance appear to highlight them as a factor in studies that cover student retention, academic success, or student perception. Often studies focus on students, not advisors as practitioners. Advisors play a critical role in a ...


Understanding The In-School Literacies Of African American Males Through A Sociocultural Paradigm: Implications For Teacher Professional Development, Aaron M. Johnson Jan 2016

Understanding The In-School Literacies Of African American Males Through A Sociocultural Paradigm: Implications For Teacher Professional Development, Aaron M. Johnson

Wayne State University Dissertations

ABSTRACT

UNDERSTANDING THE IN-SCHOOL LITERACIES OF AFRICAN AMERICAN MALES THROUGH A SOCIOCULTURAL PARADIGM: IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT

by

AARON M. JOHNSON

May 2016

Advisor: Dr. Gina DeBlase

Major: Curriculum and Instruction

Degree: Doctor of Philosophy

There has been great debate about the reasons why African American male students reject the institution of school and school related content. Furthermore, data from multiple sources, including, national and local assessments and governmental studies, document a gap in achievement and school retention rates between African American students and their White counterparts. The data substantiates the notions that African American males have an aversion ...


Developing University Students’ Argumentative Discourse: An Ill-Structured Issue Pertaining To Black African Immigrants And African Americans, Olubusayo Olojo-Adeoye Jan 2016

Developing University Students’ Argumentative Discourse: An Ill-Structured Issue Pertaining To Black African Immigrants And African Americans, Olubusayo Olojo-Adeoye

Wayne State University Dissertations

The overarching goal of this three-article five-chapter dissertation was to develop university students’ argument-counterargument integration abilities in persuasive essay writing on an ill-structured issue pertaining to black African immigrants and African Americans. Article One consisted of using phenomenography as a research approach to identify the qualitatively different ways university students perceive black African immigrants and African Americans. The university participants had 24 perceptions in which 10 pertained to black African immigrants and 14 to African Americans. The perceptions were grouped into six descriptive categories. The variations in perceptions were then used as statements for argumentation. The study implies that university ...


Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall Jan 2016

Balanced Literacy Activities In Ontario Jk - Grade 8 Comprehensive Literacy Classrooms: Examining Self-Reported Frequency Of Classroom Activities, Elizabeth Louise Pearsall

Wayne State University Dissertations

Balanced Literacy Activities in Ontario JK – Grade 8

Comprehensive Literacy Classrooms:

Examining Self-Reported Frequency of Classroom Activities

By

Elizabeth Louise Pearsall

August 2015

Advisor: Dr. G. Oglan

Major: Reading, Language & Literature

Degree: Doctor of Education

The purpose of this study was to discover the Frequency of Use rates for balanced/ comprehensive literacy activities as described in 46 survey statements across the four Ontario elementary school divisions (Early Years, JK/SK; Primary Division, Grades 1, 2, & 3; Junior Division, Grades 4, 5, & 6; and Intermediate Division, Grades 7 & 8). In addition another purpose of this study was to discover any similarities or differences of sources of balanced literacy instruction information when considering teachers’ ages. The research questions were:

Q #1: To what extent are activities of balanced literacy instruction used in elementary divisions (Early Years: Junior Kindergarten & Senior Kindergarten; Primary: Grades 1, 2, & 3; Junior Grades 4, 5, & 6; and Intermediate: Grades 7 & 8)?

Q #2: To what extent do teachers in different elementary classrooms (Primary: Grade 1, 2, & 3 and Junior: Grades 4, 5, & 6) employ common balanced literacy activities?

Q#3: To what extent are the self-reported information source of balanced literacy instruction by teachers across age categories similar or dissimilar?

An email was sent out to Elementary School principals of one SW Ontario School Board asking them to forward a link to an on-line survey to the teachers on their staff. Data collection included: (1) demographic information; (2) quantifying the amount of information gained from 47 possible sources of balanced literacy instruction (None, Minimal Amount, Some Information, Substantial Information, and Does Not Apply); (3) quantifying the frequency of use of the classroom activities listed in 46 statements (Never, Rarely, Monthly ...


Examining The Relationship Between Mental Health Professionals Knowledge And Beliefs As Predictors Of Attitudes Toward The Deaf, Pearl M. Weiss Jan 2016

Examining The Relationship Between Mental Health Professionals Knowledge And Beliefs As Predictors Of Attitudes Toward The Deaf, Pearl M. Weiss

Wayne State University Dissertations

Individuals who are D/deaf experience significant barriers and disparities when accessing mental health services. Factors associated with improving knowledge and beliefs could reduce these disparities among mental health professionals by incorporating cultural competence during professional training, academic curricular, and internship programs. The purpose of this study was to examined the relationship between mental health professionals’ knowledge and belief as predictors of attitudes toward individuals who are D/deaf. Variances in demographic data also were explored as predictors of attitudes regarding individuals who are D/deaf.

A nonexperimental, correlational research design was used for this study. The survey was completed ...


Saudi Parents’ Perceptions About Their Role In Their Children’S Education In American Elementary Schools, Ebtesam Saleh Alhabeeb Jan 2016

Saudi Parents’ Perceptions About Their Role In Their Children’S Education In American Elementary Schools, Ebtesam Saleh Alhabeeb

Wayne State University Dissertations

This mixed-methods research study examines the influence of cultural mismatches on minority parents’ involvement in their children's education. Particularly, how Saudi families in the United States perceive their role in their children’s education in American elementary schools. Data were collected from 212 completed self-administered surveys and 20 Saudi mothers’ participation in four focus group interviews. Exploratory statistical analysis for the numerical data and qualitative template analysis for the raw data were utilized. Triangulation of the findings reveals great agreements with few areas of conflicts between the two data sets indicating that Saudi parents understanding of the way of ...


Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools, Yolanda E. Bloodsaw Jan 2016

Principals’ Perceptions Of Teacher-Student Interactions In Diversifying Suburban Middle Schools, Yolanda E. Bloodsaw

Wayne State University Dissertations

This qualitative study examined the kinds of troublesome teacher-student interactions that principals in a large Midwestern metro community manage. Personal interview data from nine suburban middle school principals as well as a group interview with four of the nine participants followed an interpretivist paradigm. This study found that the tense teacher-student interactions are triggered by conflicting perceptions held by students and teachers as a result of racial/cultural differences and socioeconomic status. Conflicting perceptions included stereotypes, cultural insensitivity, student motivation, student survival, loud Black kids, and tardiness. The bulk of the teacher-student interactions described by participants primarily concerned interactions between ...