Education Commons^™

College Students’ Perceptions Of Sense Of Community, Satisfaction, And Cognitive Learning In Online Classes, Laura Lynn Higgs Kappel

Electronic Theses and Dissertations

The purpose of this non-experimental, comparative quantitative study was to determine if there were significant differences between the perceptions of undergraduate and graduate students about the importance and presence of sense of community in online classes at two southern public universities using survey data. The study also aimed to determine if there were significant relationships between students’ perceptions of the presence of sense of community and students’ satisfaction with the course and between students’ perception of the presence of sense of community and students’ perceptions of increases in cognitive learning. The study also addressed factors of undergraduate classification, gender, and …

Collaborative Teaching And Inclusion In Northeast, Tn, Sherianne Pigeon

Undergraduate Honors Theses

Abstract

Collaborative teaching is a commonly used, research-based method to support inclusion of students with disabilities in the general education classroom. However, there is a lack of research describing current teachers’ experiences with and perceptions of collaborative teaching and inclusion. Results from a survey disseminated to teachers in Northeast TN school systems revealed that 64.3% of respondents have either never co-taught a class or have co-taught only one or two classes. Additionally, respondents agree that collaborative teaching is beneficial to support inclusion, enhance delivery of instruction, improve teacher relations and improve classroom management. However, teachers expressed collaborative teaching is more …

Examining Diversity And The Role And Influence Of Post-Secondary Faculty At A Predominantly White Institution In Tennessee: A Critical Race Case Analysis, Lanell Smith

Electronic Theses and Dissertations

The purpose of this qualitative, critical race analysis study is to explore how White faculty conceptualize and apply critical race theory (CRT) and culturally responsive pedagogy (CRP) to curricula within a college of education and how the perceptions of their students’ identities influence specific pedagogical decisions. The researcher sought to extend the research on CRT in education by analyzing specific, detailed cases and incorporating purposeful sampling by selecting participants who match specific study criteria, i.e. graduate-level White faculty located in Tennessee who teach in programs of education.

This study was limited to six faculty in a college of education (in …