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Full-Text Articles in Education

Accreditation Of Teaching And Research Universities In Afghanistan: A Policy Implementation Analysis, Sayed Javid Mussawy Apr 2023

Accreditation Of Teaching And Research Universities In Afghanistan: A Policy Implementation Analysis, Sayed Javid Mussawy

Doctoral Dissertations

The quest for quality has encouraged many countries to establish quality assurance and accreditation models to sustain and improve quality. While some established their own procedures, a great majority of the countries including those in the developing world have adopted quality assurance policies developed in the Global North to respond to internationalization and to participate in the knowledge economy. However, most universities in developing countries lack adequate infrastructure to implement accreditation standards. Thus, investigating the implementation of accreditation policies in developing nations provides new insight into the opportunities and challenges posed by internationalization of quality assurance and accreditation. This study …


Enacting A Critical Media Production Pedagogy, James D. Swerzenski Oct 2022

Enacting A Critical Media Production Pedagogy, James D. Swerzenski

Doctoral Dissertations

This project draws upon earlier calls—particularly in the critical pedagogy, critical media literacy, and cultural production fields—to outline a teaching approach that balances technical media production practices and critical media studies. I refer to this synthesis as critical media production pedagogy. This blending of critical analysis and technical skill, I argue, is especially important at the university level where my research is focused, as students in these courses will likely enter industry fields in which they can influence culture on a mass level. Creating opportunities for a media theory/production synthesis enables students to translate critical ideas beyond the academy and …


An Endarkened Autoethnographic Approach To Peer Co-Curricular Dialogue Facilitation Training, Amari L. Boyd Jun 2022

An Endarkened Autoethnographic Approach To Peer Co-Curricular Dialogue Facilitation Training, Amari L. Boyd

Doctoral Dissertations

This dissertation is a qualitative study drawing on endarkened feminist epistemology (Dillard, 2001), autoethnography (Jones, Adams,& Ellis, 2013), and Blackgirl autoethnography (Boylorn, 2016), each of which challenges the traditional roles between researchers and the researched, educators and students, and in the case of this study, dialogue facilitators in-training, and their dialogue facilitation educator. The purpose of this study was to capture the ways in which six Peer Dialogue Facilitators (PDFs) and myself, a Black woman and facilitation educator, perceive ourselves as facilitators of color and navigate facilitation obstacles amidst our new global pandemic reality. This study will utilize group interviews …


Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly Mar 2022

Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly

Doctoral Dissertations

The idea that offering multiple means of representing course content will assist students of all abilities constitutes one pillar of Universal Design for Learning (UDL), a framework intended to address needs of students with disabilities while also holding relevance for all students. The efficacy of this UDL guideline lacks a verified empirical basis and therefore merits rigorous examination. My dissertation investigates the effect on learning outcomes of students using multiple modalities while learning course content (e.g., text, video, audio, interactive, or mixed content), targeting improving educational success for non-traditional online students. I investigate this effect for older undergraduates from a …


Exploring Language, Culture And Identity: Perspectives From Non-Native Arabic University Teachers In The Us, Brahim Oulbeid May 2021

Exploring Language, Culture And Identity: Perspectives From Non-Native Arabic University Teachers In The Us, Brahim Oulbeid

Doctoral Dissertations

This dissertation explores how six non-native (NN) university Arabic teachers make sense of language, culture, and identity. Specifically, it aims to understand how their experiences as Arabic language learners, preservice teachers, and classroom practitioners shape their classroom work, especially as they relate to their conceptions of teaching culture and the negotiation of their personal and professional identities. Four questions guide this study: how NN Arabic teachers perceive culture, what their culture teaching practices are, what identities they enact, and what their contributions to the teaching of Arabic as foreign language (TAFL) field are. To address these issues, the study draws …


Making Meaning In The Anthropocene: A Constructivist Grounded Theory Investigation Of College Student Response To Planetary Ecological Crises, Kristen Nelson Dec 2020

Making Meaning In The Anthropocene: A Constructivist Grounded Theory Investigation Of College Student Response To Planetary Ecological Crises, Kristen Nelson

Doctoral Dissertations

Higher education, with its core purpose in the generation and transmission of knowledge, has a particular role to play in society’s response to the global ecological crisis. Yet a key question is whether higher education is part of the problem or part of the solution. Sustainability educators insist that higher education, if it is to adequately address these challenges, must shift away from “mechanism” – a rationalist worldview that historically has shaped higher education’s culture and practices – toward an integrative worldview and epistemology that will guide teaching and learning in the new millennium. Emergent pedagogies and student development theories …


Adopting Active Learning Classroom (Alc) Technology And Overcoming Barriers: A Faculty Development Intervention Model For Technology-Enhanced Learning Spaces, Bradford D. Wheeler Jul 2018

Adopting Active Learning Classroom (Alc) Technology And Overcoming Barriers: A Faculty Development Intervention Model For Technology-Enhanced Learning Spaces, Bradford D. Wheeler

Doctoral Dissertations

The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants’ understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology. This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered …


Factors That Shape Arab American College Student Identity, Abdul Rahman F. Jaradat Jul 2017

Factors That Shape Arab American College Student Identity, Abdul Rahman F. Jaradat

Doctoral Dissertations

Arab American identity has not yet received the research attention and scholarship that it deserves. In this dissertation, I have qualitatively studied the narratives of young Arab American college students and recent graduates. The research questions that I explored include what makes them Arab Americans, and what are the factors that help them identify as such. By focusing on Arab Americans and their identity factors, I have presented the narratives of those women and men who self-identify as Arab American and quoted their accounts of how they navigate this undervalued, misunderstood, and stereotyped identity. I have used ethnic and racial …


Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely Nov 2016

Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely

Doctoral Dissertations

Service-learning, particularly critical service-learning, is relational work that endeavors to create and maintain more just relationships among students and community members within and across social identity groups (Mitchell, 2008). It is essential that students in service-learning courses learn how to talk, listen and collaborate with community members in ways that acknowledge and explore how social identities, privilege, and oppression impact people’s life experiences and relationships. However, in our socially-segregated society, in which schools and neighborhoods are as divided by race and income as they were half a century ago (Reardon & Bischoff, 2011; Reardon & Owens, 2014), many college students …