Education Commons^™

The Perceived Effects Of Peer-Assisted Learning In A Collegiate Instrumental Pedagogy Classroom, Hannah Wagoner

Graduate Theses, Dissertations, and Problem Reports

Peer-assisted learning (PAL) is an approach that teachers can use in the classroom to increase students’ ownership of their learning. Besides increased autonomy, PAL can provide several other academic and social benefits, such as increased achievement and fostering a sense of community. This study aimed to examine the effects of PAL on college students’ performance on a secondary instrument. Five students in a collegiate instrumental pedagogy course experienced PAL activities in class while learning secondary instruments. After a statistical and content analysis of all the data, results showed that 1) all but one of the participants improved in their performance …

Developing Teaching Adaptability In Pre-Service Teachers Using Practice-Based Teacher Education, Kyuil Cho

Graduate Theses, Dissertations, and Problem Reports

The purpose of this study was to examine how pre-service teachers (PSTs) develop their teaching adaptive competence through teaching rehearsal and repeated teaching, which is one of the focused teacher education strategies in practice-based teacher education (PBTE). This study was conducted in an introductory teaching methods course of a physical education teacher education (PETE) program. A total of 22 PSTs participated in the study. Fourteen were male, and eight were female. The PSTs had varied coaching experiences ranging from little to no coaching in limited recreational sports settings, and none had teaching or coaching experience in the school setting.

A …

How Do Higher Education Teaching And Learning Centers Contribute To An Institutional Culture Of Assessment?, Tracey Jean Beckley

Graduate Theses, Dissertations, and Problem Reports

Teaching and learning centers in higher education are often charged with providing faculty development programming in support of overarching institutional goals related to effective teaching and assessment of student learning. Using the theoretical frameworks of Maki and Weiner as a launch pad, this exploratory case study examines how two teaching and learning centers have provided services, implemented programming, and strategically affected cultural change among faculty and other stakeholders in support of an institutional culture of assessment. The study revealed four thematic strands to consider when developing practical ways for teaching and learning centers to contribute to a culture-building endeavor in …

Pandemic Pedagogy: A Zoom Teaching Experiment Using Cognitive Theory Of Multimedia Learning Principles Of Multimedia Design, Kevin C. Knoster

Graduate Theses, Dissertations, and Problem Reports

The purpose of this dissertation was to conduct an experimental study exploring the applicability of multimedia principles of effective instructional design to Zoom teaching. In the wake of the COVID-19 pandemic, educators across higher education were forced to rapidly transition from traditional face-to-face instruction to online teaching. One of the most common ways in which colleges and universities navigated this transition in the United States was via mass adoption of the video conferencing platform Zoom. However, best practices have not yet been identified to assist instructors inexperienced with online teaching in adapting to remote instruction via Zoom. This dissertation argued …

The “Other” Teacher: Understanding The Experience Of Graduate Teaching Assistants In Neoliberal Teacher Education Settings, Jing Zhang

Graduate Theses, Dissertations, and Problem Reports

In this study, I critically examine how graduate teaching assistants’ (GTAs’) experiences are discursively shaped by the exercise of power in neoliberal higher education contexts and hence, to reveal the hidden aspects of educational institutions, which are central to our understandings about the meaning of truth, fairness, and equity embedded in neoliberal academic settings. To understand the experiences of graduate teaching assistants in this neoliberal teacher education setting, the major research questions of this study explore how the different identities that GTAs possess influence their interactions with the neoliberal higher education context and how they navigate as well as resist …

The Effects Of Instructor Self-Disclosure On Students’ Cognitive Learning: A Live Lecture Experiment, Stephen Michael Kromka

Graduate Theses, Dissertations, and Problem Reports

The purpose of this dissertation was to examine the causal influences of relevant (and irrelevant) instructor self-disclosure on student affect and cognitive learning. Relevant self-disclosure involves the instructor directly relating personal disclosures to important lesson content, whereas irrelevant self-disclosure involves the instructor’s personal disclosures straying from the lesson topic. Given previous correlational self-disclosure research, the researcher predicted that relevant (compared to irrelevant) instructor self-disclosure would lead to increased reports of affect toward the instructor. The researcher also predicted that instructor self-disclosure relevance (compared to irrelevance) would enhance lesson coherence, and in turn, foster students’ cognitive learning. The researcher conducted a …

Knowledge Of Content For Clinical Nursing Educators: An Ethnographic Investigation Of Clinical Experts Who Transition To The Role Of Novice Clinical Nursing Educator, Stacy Wheat Huber

Graduate Theses, Dissertations, and Problem Reports

The purpose of this research study was to identify and describe the teaching practices and the grounding experiences of the teaching practices novice educators use when teaching undergraduate students in the clinical patient care area. The following research questions guided this investigation: What teaching practices and teacher knowledge do novice clinical nursing educators demonstrate or draw from when teaching undergraduate nursing students in the clinical patient-care area? In what ways do novice clinical nursing educators change or adapt their teaching behaviors as a response to the context of the teaching/learning environment? What grounding educational or professional experiences do novice clinical …