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Full-Text Articles in Education
A Case Study Of English As Foreign Language Chinese Teachers' Use Of Computer-Based Technology, Lingao Li
A Case Study Of English As Foreign Language Chinese Teachers' Use Of Computer-Based Technology, Lingao Li
Doctor of Education (EdD)
The purpose of this research was to explore the experiences of four Chinese university teachers of English as a Foreign Language (EFL) on the effectiveness of implementing computer-based technologies in their classes. Specifically, this case study sought to document the participants’ views on 1) the types of computer-based technology used in their classes; 2) the role of computer-based educational technology in teaching EFL pedagogy; 3) the potential benefits in using computer-based instructional technologies in EFL; 4) the challenges and/or barriers to the effective use of computer-based instructional technologies in EFL instruction. Using both within case and cross-case analyses, the findings …
"This Is New To Me": The Importance Of Coaching For First- Time Technology Use In Primary Grades, Randall J. King
"This Is New To Me": The Importance Of Coaching For First- Time Technology Use In Primary Grades, Randall J. King
Doctor of Education (EdD)
This exploratory, qualitative case study conducted in an urban elementary school examined a second-grade teacher’s experience of first-time Chromebook use. The teacher implemented Chromebooks with the support of a technology coach, using them with her students for reading responses during guided reading. Students comprised a mixed group of twenty-five students from four second-grade classrooms. This study explored the teacher’s perspective as to possible advantages and disadvantages of Chromebook use through teacher interviews, lesson observations and debriefs, and classroom observations. Findings included: a) Despite her limited experience with Chromebooks, the teacher was willing to implement new technology, b) The technology coach …
Bridging The Research-To-Practice Gap: Factors Affecting Teachers' Efficacy About Instruction, Tiana J. Tucker
Bridging The Research-To-Practice Gap: Factors Affecting Teachers' Efficacy About Instruction, Tiana J. Tucker
Doctor of Education (EdD)
No abstract provided.
Believe And Achieve: An Examination Of Predictors Of Mathematical Achievement In Secondary Mathematics Students, Malia L. Hite
Believe And Achieve: An Examination Of Predictors Of Mathematical Achievement In Secondary Mathematics Students, Malia L. Hite
Doctor of Education (EdD)
This research addressed the following research question: which specific variable has the greatest predictive power of mathematical literacy and problem solving competency while controlling for socioeconomic status (SES)? The variables that were studied were categorized as follows: demographic and personal history variables, attitudinal variables, behavioral variables, and school organization and structure variables. Much of the existing literature cites SES as the most powerful predictor of math achievement. Using multiple linear regression modeling, this study found that many variables studied were determined to be significant predictors of mathematical literacy and/or problem solving competency while controlling for SES. Every category of variables …
Investigating The Use Of Mobile Technology For Classroom Instruction: A Case Study Of Two K-12 Christian Schools, Matt Gehrett
Investigating The Use Of Mobile Technology For Classroom Instruction: A Case Study Of Two K-12 Christian Schools, Matt Gehrett
Doctor of Education (EdD)
How useful is the Technological Pedagogical Content Knowledge (TPACK) model in analyzing and explaining teacher effectiveness in the use of technological tools for teaching and learning? One way a researcher can answer this question is to apply the TPACK model to specific cases such as the Christian school environment. As a result, the purpose of this case study was to explore the connections between the use of mobile computing technology, system wide factors that promote successful implementation, and a teacher's technological pedagogical content knowledge (TPACK) on classroom instruction in two K-12 Christian schools in the Central Valley of California. Specifically, …
The Effects Of The Fast Start Program On The Reading Achievement Of Emergent And Beginning Readers: A Replication And Extension, Pamela R. Mears
The Effects Of The Fast Start Program On The Reading Achievement Of Emergent And Beginning Readers: A Replication And Extension, Pamela R. Mears
Doctor of Education (EdD)
This study replicated the Stevenson (2001) study to determine the effectiveness of the Fast Start parent tutoring program on student success in reading achievement. The current study attempted to enlarge the original study's sample size, include kindergarten students in the program, and determine the optimal length of training time for parents needed. Additionally, data gathered from the parent participants were analyzed including parent's perceptions of the program, their confidence level in tutoring their child, and the parents' level of mastery of the concepts of tutoring before working with their child. At the beginning of the school year, 36 kindergarten parent-student …
Metacognitive Systematic Inquiry Utilizing Individualized Cognitive Profiles Causes Reading Comprehension Achievement, Kathleen D. Allen
Metacognitive Systematic Inquiry Utilizing Individualized Cognitive Profiles Causes Reading Comprehension Achievement, Kathleen D. Allen
Doctor of Education (EdD)
The positive effects of systematic metacognitive instruction on reading achievement have been demonstrated, but that research has generally not been translated into classroom practice. This mixed methods research study sought to facilitate reading comprehension by involving subjects metacognitively with profiles of their own cognitive strengths and weaknesses. The study was conducted with 196 intermediate elementary students in the naturalized setting of 10 classrooms. Student scores from Woodcock-Johnson III cognitive clusters were utilized to generate individual cognitive profiles. In each classroom there were three experimental levels: 1. cognitive assessment only (control group) vs. 2. cognitive assessment+ profile awareness (profile awareness group) …