Education Commons^™

"I Think There Is A Place For Small Programs:" Advocating, Implementing, And Sustaining Tpc Programs In Small Us Institutions, Martha Lynn Russell

English Theses & Dissertations

Technical and Professional Communication (TPC) programs in small institutions compose of over a third of all programs in the US, yet this space has been understudied by most scholars. To fill this gap, this dissertation presents findings from one-hour interviews with twenty-six TPC program directors in small US institutions with undergraduate populations of less than six thousand. The results of this dissertation include the ways that small institutions are advocating, implementing, and sustaining their TPC program in unique ways with implications for how any TPC programs regardless of size can learn from these findings.

An Instrumental Case Study Of Confirmative Evaluation In The Continuous Improvement Of Online Remote Leaders’ Work, Chad Lawrence Mclane

STEMPS Theses & Dissertations

Confirmative evaluation is often noted as an important element of models of Human Performance Technology and Performance Improvement, but there exists confusion around what is and what is not confirmative evaluation. A significant issue limiting the use of confirmative evaluation is the Performance Improvement field’s inability to clearly classify confirmative evaluation in terms of its purpose and scope. Additionally, the performance improvement field lacks sufficient examples of confirmative evaluation in the literature necessary to adequately define confirmative evaluation and demonstrate its use. Without sufficient examples of confirmative evaluation, practitioners of performance improvement are left without a clear path of how …

How Principals Learn To Be Technology Leaders: A Critical Incident Qualitative Study, Leon R. Edwards Ii

Educational Foundations & Leadership Theses & Dissertations

The purpose of this study is to investigate how principals learn to be technology leaders by examining the different ways principals learn and exploring the skills principals perceive are needed. The study also examines what principals do differently to develop a successful technology integration (or not). Using the critical incident method, 18 principals were interviewed from across the state. The in-depth interviews were transcribed for all participants interviewed and then analyzed using coding and theming with the aid of memos. From this, three predominant categories emerged: learning, skills, and challenges.

The findings from the study reveal that principals learn primarily …