Universal Design For Instruction: Understanding Faculty Practices And Needs,
2010
Illinois State University
Universal Design For Instruction: Understanding Faculty Practices And Needs, Howard P. Parette, Hedda Medan, Brian Wojcik, Jeffery P. Bakken
Faculty Publications - College of Education
The purposes of this short report are to describe key principles of UDL and UDI and to describe the findings of a pilot survey study that focused on faculty members practices and needs in the areas of UDL/UDI. Limited previous research is available related to faculty perceptions of UDI/UDL in higher education settings. One exception is a study conducted by Vreeburg-Izzo, Murray, and Novak (2008). Vreeburg-Izzo et al. conducted a survey, coupled with follow-up focus groups, with faculty and graduate teaching assistants that examined the (a) climate of instructional settings for students with disabilities, and (b) perceived needs for professional …
Threads In A Tapestry: An Ethnographic Evaluation Of Milken Community High School’S Tiferet Fellowship Program,
2010
Antioch University - PhD Program in Leadership and Change
Threads In A Tapestry: An Ethnographic Evaluation Of Milken Community High School’S Tiferet Fellowship Program, Roger Jason Fuller
Antioch University Dissertations & Theses
This study explored an essential question, "What does the lived experience of students in the Tiferet program mean for them and others?" By exploring the background, implementation, and lived-experiences of two academic-year sophomore cohorts from Milken Community High School in Los Angeles as they lived and participated in a semester study abroad program at the Alexander Muss Institute of Israel Education in Hod HaSharon, Israel, the study shows the impact-of that experience on the students in the program and the school culture at large. The study engaged in a description of the program’s development and evaluation of the lived-experiences as …
Assessment Formats: Student Preferences And Perceptions,
2010
Technological University Dublin
Assessment Formats: Student Preferences And Perceptions, Mairéad Seymour, Shannon Chance
Articles
This paper provides a student perspective on the variety of forms of design critique available to educators. In architecture and landscape architecture, the design jury remains the dominant format for providing feedback to students. In recent years this format has come under scrutiny and its effectiveness called into question. However, little research has been done into the variety of alternative or supplemental formats available to educators. This paper explores an array of techniques that the authors have employed in design studio courses (which include techniques suggested by students in Webster’s 2007 article in the Journal of Architectural Education). These include …
Sustained Employment Of Teachers In High Poverty Schools,
2010
Georgia Southern University
Sustained Employment Of Teachers In High Poverty Schools, Karen Jean Davis
College of Graduate Studies: Theses & Dissertations
Author's abstract: The researcher's purpose of this study was to understand from the lived experiences of teachers in high poverty schools the reasons they remained in these schools. A qualitative method was used to conduct the study, which involved interviews with eight teachers (4 elementary, 2 middle and 2 high), one principal and the Superintendent who responded to open-ended interview questions. The interview questions were designed to elicit responses to the research questions and interview questions. The researcher coded transcripts from the interviews for recurring themes and patterns. Field notes from before and after each interview, as well as district …
Experiences Of Assessment Using Multiple Choice Questions On Advanced Modules Taken By Level 8 And Level 9 Engineering Students,
2010
Technological University Dublin
Experiences Of Assessment Using Multiple Choice Questions On Advanced Modules Taken By Level 8 And Level 9 Engineering Students, Aidan O'Dwyer
Conference papers
This contribution evaluates the use of multiple-choice questions, in both formative and summative assessment modes, on advanced modules taken by Level 8 and Level 9 engineering students, over the past two academic years. Assessment data, and student experiences with the assessment methods, are reported and analysed.
Transforming Academic Practice: Human Resources Challenges,
2010
Technological University Dublin
Transforming Academic Practice: Human Resources Challenges, Ellen Hazelkorn, Amanda Moynihan
Books/Book chapters
No abstract provided.
Techknow-Share: A Social Learning Framework For Group Projects,
2010
Technological University Dublin
Techknow-Share: A Social Learning Framework For Group Projects, Mary Lawlor
Teaching Fellowships
Many marketing students at undergraduate level are exposed to experiential learning in Years 3 and 4 where, through more varied pedagogies such as case studies and industry projects, they have a taste of real work marketing practice. It is often a challenge to engage students at second year where the theory and concepts of marketing are required to be taught, often employing a traditional passive learning paradigm (lecture based). The need to foster engagement early in a student’s learning is ever greater with a generation of students that want to construct knowledge socially and leverage Web 2.0 tools in their …
Improving The Undergraduate Laboratory Learning Experience Through Redesigned Teaching And Assessment Strategies Integrating Transferable Skills And Focusing On Feedback.,
2010
Technological University Dublin
Improving The Undergraduate Laboratory Learning Experience Through Redesigned Teaching And Assessment Strategies Integrating Transferable Skills And Focusing On Feedback., Julie Dunne, Barry Ryan
Teaching Fellowships
This project aimed to improve the laboratory learning experience for undergraduate science students, focusing initially on first and third year cohorts, through specific objectives. Firstly, to incorporate novel teaching and assessment methods, including student led laboratories, in- house produced instructional videos, “Clickers” audience response devices, and pre-practical on-line multiple choice questionnaires (MCQ) assessments. Secondly, to develop timely feedback mechanisms, including peer review, tutor face-to-face and audio feedback, online automatic feedback, and report checklists. Finally, to embed transferable skills into the laboratory including group work, communication skills (written and oral), organisation and project planning, health and safety, and preparedness for laboratories, …
Harmonizing Technology With Interaftion In Blended Problem-Based Learning,
2010
Technological University Dublin
Harmonizing Technology With Interaftion In Blended Problem-Based Learning, Roisin Donnelly
Journal Articles
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended 22 problem-based learning within the context of academic development in higher education. Within this 23 setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how 24 to combine instructional strategies in face-to-face and computer-mediated environments that take 25 advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experi- 26 ences of 17 academic staff participants in a blended problem-based learning module was considered 27 likely to provide a …
Supplemental Educational Services (Ses) Provision Of No Child Left Behind: A Synthesis Of Provider Effects. Research Brief,
2010
Old Dominion University
Supplemental Educational Services (Ses) Provision Of No Child Left Behind: A Synthesis Of Provider Effects. Research Brief, Shanan Chappell, John Nunnery, Shana Pribesh, Jane Hager
STEMPS Faculty Publications
The 2001 renewal of the United States Title I program instituted the Supplemental Educational Services (SES) program, in which schools in their third year of failing to make Adequate Yearly Progress (AYP) are required to offer out-of-school-time tutoring in core subjects to low-income students. This study synthesized provider effects reported in the extant body of SES provider evaluations to generate an estimate of the overall effectiveness of the SES policy in terms of improving student achievement and to identify provider characteristics that are associated with variation in student achievement effects
An Examination Of The Effectiveness Of A Professional Development Program On Teacher Knowledge And Practice To Address Adolescent Health Issues,
2010
Seton Hall University
An Examination Of The Effectiveness Of A Professional Development Program On Teacher Knowledge And Practice To Address Adolescent Health Issues, Narima Aliya Shahabudeen
Seton Hall University Dissertations and Theses (ETDs)
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An Examination Of The Reading First Program At A Southeastern Virginia Elementary School And The Impact On K–2 Student Reading Achievement,
2010
Old Dominion University
An Examination Of The Reading First Program At A Southeastern Virginia Elementary School And The Impact On K–2 Student Reading Achievement, Leslie Ford Lippard
Teaching & Learning Theses & Dissertations
Reading First was a federal initiative aimed at improving reading instruction and implementing programs and strategies grounded in scientifically-based reading research. The legislation was predicated on research findings that high-quality reading instruction and intervention in the primary grades significantly reduces the numbers of students who experience difficulties in later grades. This study examined the Reading First program at an elementary school in southeastern Virginia from 2006-2008. Specifically, the researcher investigated the impact of the independent variable, the tier three model of intervention on K-2 student reading achievement. Quantitative data was garnered from 792 K-2 student participants attending the research site. …
High Hopes Hamstrung: How The “Trial De Novo” For Termination Of Tenured Teachers’ Contracts Undermines School Reform In Oklahoma,
2010
University of Oklahoma College of Law
High Hopes Hamstrung: How The “Trial De Novo” For Termination Of Tenured Teachers’ Contracts Undermines School Reform In Oklahoma, N. Georgeann Roye
Oklahoma Law Review
No abstract provided.
Weedsin The Flower Garden: An Exploration Of Plagiarism In Graduate Students' Research Proposalsand Its Connection To Enculturation, Esl, And Contextual Factors,
2010
Utah State University
Weedsin The Flower Garden: An Exploration Of Plagiarism In Graduate Students' Research Proposalsand Its Connection To Enculturation, Esl, And Contextual Factors, Joanna Gilmore, Denise Strickland, Briana Timmerman, Michelle Maher, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Existing literature provides insight into the nature and extent of plagiarism amongst undergraduate students (e.g., Ellery, 2008; Parameswaran & Devi, 2006; Selwyn, 2008). Plagiarism amongst graduate students is relatively unstudied, however, and the existing data are largely based on self-reports. This study investigated the rates and potential causes of plagiarism amongst graduate students in master’s and doctoral programmes in science, technology, engineering, mathematics, and science or mathematics education by examining actual research proposals written by graduate students. Results indicate that plagiarism is a prevalent issue at each of the three university sites sampled and across all of the investigated disciplines. …
Why Do They Go? Community College Students And Post-Secondary Pursuits In Central Appalachia,
2010
University of Kentucky
Why Do They Go? Community College Students And Post-Secondary Pursuits In Central Appalachia, Christina Jo Wright
University of Kentucky Doctoral Dissertations
This dissertation focuses on how rural community college students make decisions regarding their post-secondary plans. To understand these decision processes, I interviewed students, faculty and administrators at Southeast Community and Technical College in Harlan County, Kentucky. The literature informing my research reflects on rural college going patterns. Most studies connect place and post-secondary plans. Central Appalachia has among the lowest population percentages with Bachelor degrees in the country. Studies argue this is because of limited application for such degrees in the region. Matching their education and training to local job market requirements, people hesitate to complete advanced degrees when little …
School Administrators' Perceptions Of The Contributions Of No Child Left Behind To The Achievement Gap,
2010
Walden University
School Administrators' Perceptions Of The Contributions Of No Child Left Behind To The Achievement Gap, Paula Payne
Walden Dissertations and Doctoral Studies
Under the federal No Child Left Behind law (NCLB), schools that fail to make adequate yearly progress (AYP) receive assistance and eventually are subject to corrective action if they do not improve. This qualitative case study used interviews with 10 elementary and middle school administrators from 8 public schools to assess the influence of NCLB on schools with a high percentage of students of color and students in poverty. This study was viewed through the lens of Toffler's conceptual framework of how change occurs, and on the current school reform climate surrounding NCLB and how its accountability system of assessments …
Confidence-Based Assessment In Moodle: Insights From Teachers, Administrators, And Programmers,
2010
Walden University
Confidence-Based Assessment In Moodle: Insights From Teachers, Administrators, And Programmers, Timothy P. Florian
Walden Dissertations and Doctoral Studies
Critical thinking is a skill that school systems are trying to develop in their student populations. Numerous studies have been conducted on developing critical thinking skills such as self-regulation, interpretation, and analysis. However, available data on the use of learning management systems (LMS) as a means to develop critical-thinking skills have been opaque. This study examined the perceptions of local stakeholders and the impact of confidence-based assessment (CBA) on secondary students at one high school. The conceptual framework guiding the study represented a synthesis of theoretical perspectives on critical thinking and its development with the current research on the pedagogical …
Adaptations And Continuities In The Use And Design Of Visual Representations In Us Middle School Science Textbooks,
2010
Utah State University
Adaptations And Continuities In The Use And Design Of Visual Representations In Us Middle School Science Textbooks, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
Visual representations are ubiquitous in modern‐day science textbooks and have in recent years become an object of criticism and scrutiny. This article examines the extent to which changes in representations in textbooks published in the USA over the past six decades have invited those critiques. Drawing from a correlational analysis of a corpus of 34 US middle school physical science textbooks, continuities are established with respect to the purposes that most textbook images serve and the numbers of schematic representations that are used. Changes are observed in the overall total number of representations in textbooks and in the proportion of …
The Impact Of The Mckinney-Vento Program On The End-Of-Grade Test Scores Of Homeless Grade 6 Students,
2010
Walden University
The Impact Of The Mckinney-Vento Program On The End-Of-Grade Test Scores Of Homeless Grade 6 Students, George Hendricks
Walden Dissertations and Doctoral Studies
Congressional concern about homeless students resulted in the McKinney-Vento Act (MCKV) in 2001, which provides funds to local educational agencies (LEAs). MCKV is almost a decade old, yet no evaluations of its academic effectiveness have been reported. Using a systems theory framework, this study answered research questions (RQs) involving whether normally housed students in Grade 6 scored higher than homeless students in Grade 6 in reading (RQ 1) and math (RQ 2) on end-of-grade (EOG) test scores and whether homeless students in Grade 6 from LEAs that received MCKV funding scored better in reading (RQ 3) and math (RQ 4) …
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers,
2010
Walden University
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest
Walden Dissertations and Doctoral Studies
There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through …
