Curriculum and Instruction Commons^™

Perceived Attributes And Organizational Support Influencing Course Management System Adopter Status In Historically Black Colleges And Universities, Gayla Spooner Keesee

Walden Dissertations and Doctoral Studies

The rapid growth of online learning fueled by technologies including course management systems (CMS) has transformed the traditional educational landscape. Little research shows why faculty members at Historically Black Colleges and Universities (HBCUs) have been slow to adopt this new teaching paradigm. This quantitative, nonexperimental study utilized Rogers's diffusion of innovation theory as the theoretical base. Research questions explored faculty perceptions of the CMS's attributes (relative advantage, compatibility, complexity, trialability, observability) and organizational support (policies, procedures, and norms) in order to predict adopter status. The study used a convenience sample of 137 full-time faculty from 3 public and 2 private …

Attitudes Towards Inclusion Of General Education Teachers Who Have And Have Not Taught In An Inclusive Classroom, Nicole P. Maccarthy

Walden Dissertations and Doctoral Studies

Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teaching experience was with solely general education students but who now teach in an inclusive classroom, and those …

On The Roles Of External Knowledge Representations In Assessment Design, Robert J. Mislevy, John T. Behrens, Randy E. Bennett, Sarah F. Demark, Dennis C. Frezzo, Roy Levy, Daniel H. Robinson, Daisy Wise Rutstein, Valerie J. Shute, Ken Stanley, Fielding I. Winters

Curriculum and Instruction Faculty Publications - Archive

People use external knowledge representations (KRs) to create, identify, depict, transform, store, share, and archive information. Learning to work with KRs is central to becoming proficient in virtually every discipline. As such, KRs play central roles in curriculum, instruction, and assessment. We describe five key roles of KRs in assessment: 1. An assessment is itself a KR, which makes explicit the knowledge that is valued, ways it is used, and standards of good work. 2. The analysis of any domain in which learning is to be assessed must include the identification and analysis of the KRs in that domain. 3. …

Navigating Early College: Literacy Experiences And Identity Negotiations Of Latina/O Students, Holly Hungerford-Kresser

Curriculum and Instruction Faculty Publications - Archive

This research provides insight into the adjustments of urban-schooled Latina/o students as they enter higher education. This year-and-a-half-long qualitative case study focuses on connections between identity negotiations and the academic literacies of five Latina/o college students at a predominately White university. Specifically, I draw on sociocultural definitions of literacy along with literature that focuses on “identity as position” as a means of discussing the ways in which Latina/os are positioned by the discourses embedded in the academic literacies of the university. In seeming contradiction, the students in this study adopted critical perspectives as well as deficit perspectives as they navigated …

Structural Equation Modeling Of Factors Influencing The Implementation Of Competency Assessment And Modular Certification (Camc) In Malaysian Secondary Schools., Lee Leh Hong

Student Works (2010-2019)

This study investigated vocational subjects’ teachers’ implementation of Competency Assessment and Modular Certification (CAMC) in secondary schools. This study aimed to test whether the proposed model of factors influencing Competency Assessment and Modular Certification (CAMC) of vocational subjects in secondary schools fits the empirical data collected from the teachers, to test moderator effects of selected demographic variables such as gender, experience, training and field of specialization on the proposed model, to modify the proposed model to a better fitted parsimonious model and to determine issues and challenges in the implementation of CAMC. This study used the structural equation modeling approach. …

Multicultural Education, Elaine Chan

Department of Teaching, Learning, and Teacher Education: Faculty Publications

North American society is becoming increasingly diverse through immigration and the birth of children into immigrant families. The foreign-born population in the United States (U.S.) represented 11.1% of the total population in the year 2000, for a total of 31.1 million people who were born outside of the country. In addition, over 22 million people in the U.S. changed their state of residence between 1995 and 2000. In Canada, 18.4% of the total population, for a total of 5.4 million people, were born outside the country, and 11.2% of the population identified themselves as members of a visible minority group. …

Technological University Dublin Peer Assisted Learning Initiative, Odette Gabaudan, Maria-José González

Conference Papers

Poster presentation, summary of work on peer assisted learning initiative for international business and languages students.

2009 Hans O. Mauksch Address: Where Are We And How Did We Get Here? A Brief Examination Of The Past, Present, And Future Of The Teaching And Learning Movement In Sociology, Jay R. Howard

Scholarship and Professional Work - LAS

The teaching and learning movement in sociology in general and within the American Sociological Association specifically has a surprisingly long history. This history can be divided into three periods of activity: early efforts (1905 to 1960), innovation and implementation (1960 to 1980), and the institutionalization of gains (1980 to 2009). Beginning in the first period, sociologists interested in teaching and learning focused cycles of attention on the introductory sociology course in higher education, high school sociology courses, and the formation of sections within the American Sociological Association. Hans Mauksch led a period of significant innovation in the 1960s and 1970s. …

The Effects Of A Sustained, Job-Embedded Professional Development On Elementary Teachers' Math Teaching Self-Efficacy And The Resulting Effects On Their Students' Achievement, Krista Louise Althauser

Online Theses and Dissertations

This study investigated the impact of a district-wide mathematics professional development program on elementary teachers' general and personal efficacy. It also explored connections among teacher efficacy and socioeconomic status with student achievement.

Using a quantitative approach, a job-embedded professional development initiative sustained over a 2-year period with 35 teachers was found to increase teachers' general and personal efficacy in teaching mathematics. The investigation of the professional development work was based on the principles of effective mathematics professional development, efficacy theory, and student achievement. To measure perceptions of teachers' general and personal efficacy, teachers of third graders in 10 Kentucky elementary …

On Simulating Univariate And Multivariate Burr Type Iii And Type Xii Distributions, Todd C. Headrick, Mohan Pant, Yanyan Sheng

Curriculum and Instruction Faculty Publications - Archive

This paper describes a method for simulating univariate and multivariate Burr Type III and Type XII distributions with specified correlation matrices. The methodology is based on the derivation of the parametric forms of a pdf and cdf for this family of distributions. The paper shows how shap parameters can be computed for specified values of skew and kurtosis. It is also demonstrated how to compute percentage points and other measures of central tendency such as the mode, median, and trimmed mean. Examples are provided to demonstrate how this Burr family can be used in the context of distribution fitting using …

Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson

To Improve the Academy: A Journal of Educational Development

My initial teaching practices were based on nine “dysfunctional illusions of rigor.” Overcoming them required revision of my ideas on the value of “hard” courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula. I present the initial illusions and some more realistic views. These more realistic views are framed in terms of key research findings and some readily accessible models for improved practices.

Acknowledgments, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Acknowledgments for volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Preface, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Preface to volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic

To Improve the Academy: A Journal of Educational Development

Faculty in academic medical centers are under tremendous stress and report low satisfaction. The need for faculty development in medical schools is great, yet it remains largely unmet across the United States. To ensure ongoing success in academic medicine, medical schools must institute comprehensive faculty development programs. In this chapter, we describe the development of an office for faculty affairs and professional development at the Indiana University School of Medicine, including key collaborations, budget trends and infrastructure development, strategic planning, ongoing assessment planning, goal setting, and early patterns of participation.

The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Dorothe J. Bach, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long-term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.

Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities, Michael Theall, Bonnie B. Mullinix, Raoul A. Arreola

To Improve the Academy: A Journal of Educational Development

Collecting and using information about faculty skills can serve as an organizational development activity to guide faculty evaluation and professional development policy and practice with the goal of leading to improved teaching and learning. This chapter presents findings from a study with international, local, quantitative, and qualitative components. Readers are encouraged to explore data patterns and consider courses of action that these imply, and to reflect on the potential usefulness of the Meta-Profession model for furthering reflection, dialogue, and action on development and evaluation processes on their own campus.

All The World's A Stage: Reaching English Language Learners Through Drama, Laura M. S. Fortney

Research and Evaluation in Education, Technology, Art, and Design

The use of drama with language instruction has long been considered a legitimate practice. A recent survey of the literature shows that English Language Learners (ELLs) may have even more to benefit from the use of drama in the classroom. Studies showed an increase in language and problem-solving ability, as well as student self-efficacy that was transferrable across activities. Following an analysis of the literature is a proposed curriculum based on the findings of the researchers cited. This unit is centered on dramatic activities that make use of all four language domains and includes the examination of plays in writing, …

Examining The Relationship Between Early College Credit And Higher Education Achievement Of First-Time Undergraduate Students In South Texas, Carl A. Saltarelli Ph.D.

Electronic Journal for Inclusive Education

The purpose of the study was to examine the relationship between early college credit and the success of first-time undergraduate students in South Texas. Many high school graduates are entering college with credits earned while they were enrolled in high school. Researchers have examined the value of early college credit in easing students’ transition from high school to college. Additionally, researchers have investigated the value of early college credit in enhancing students’ early college persistence rates. This researcher focused on the relationships between early college credit and college student achievement of first-time undergraduate students. In the study, student achievement was …

Co-Teaching Beliefs To Support Inclusive Education: Survey Of Relationships Between General And Special Educators In Inclusive Classes, Ida Malian Ph.D., Erin Mcrae

Electronic Journal for Inclusive Education

Co-teaching is a prevalent approach to providing effective instruction in inclusive classes. The purpose of this study was to determine teachers’ perceptions of compatibility and discrepancy between their approaches to teaching, personal characteristics and efficacy of co-teaching. Noonan’s Co-teacher Relationship Scale was adapted to survey the co-teachers statewide. Results of the statewide survey of Arizona general and special educators teaching in inclusive classes are presented as they relate to their responses. Various aspects of co-teaching relationships and teacher implementation of co-teaching models are discussed. The authors derive attributes of co-teachers in Arizona that indicate compatibility and sustainability of co-teaching arrangements. …

What Teachers Wish Administrators Knew About Co-Teaching In High Schools, Geraldine M. Nierengarten Ph.D., Trudie Hughes

Electronic Journal for Inclusive Education

This article presents the results of individual and focus group interviews with the co-teaching partner teachers comprised of general and special educators. In particular, the analysis reveals the teachers’ perceptions regarding what principals need to know and understand to support co-teaching in their schools. The co-teaching teams identified the following factors as important for the success of co-teaching in a high school classroom: teacher training, administrator training, compatibility, planning time, student schedules, natural proportions, respect and value for the teaching assignment, administrative support, and professional development. The teams also identified student and teacher benefits from participating in a co-taught classroom.