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Articles 1 - 3 of 3
Full-Text Articles in Education
Self-Determination Theory And Faculty Behavior: A Quantitative Study Of Faculty Leaders' Use Of Assessment Evidence, Joseph D. Levy
Self-Determination Theory And Faculty Behavior: A Quantitative Study Of Faculty Leaders' Use Of Assessment Evidence, Joseph D. Levy
Dissertations
Despite assessment of student learning being essential work in higher education, a number of institutions have noted faculty could more effectively be using assessment results (Jankowski et al., 2018; Kuh et al., 2015; Metzler & Kurz, 2019; Suskie, 2014). This study applied Self-Determination Theory (SDT) as a theoretical framework to provide context for faculty behavior associated with assessment actions (Fuller et al., 2016; Ryan & Deci, 2000). Mostly quantitative data were collected via electronic survey of faculty program leaders at a single institution, National Louis University (NLU). Results indicated a significant and positive relationship suggesting an increase in meeting the …
The Primary Dilemma: Determining And Overcoming Barriers To A Focus On Prekindergarten Through Grade 3, Sarah Turner Lukas, Sarah Turner Lukas
The Primary Dilemma: Determining And Overcoming Barriers To A Focus On Prekindergarten Through Grade 3, Sarah Turner Lukas, Sarah Turner Lukas
Dissertations
In 2017, reporters of national data in regard to reading ability among American, fourth grade students indicated low proficiency and achievement gaps. These results were also consistent within the state and district under study. There is a need to increase the focus on prekindergarten and primary grade education taking place prior to the grades in which federally mandated, accountability assessments for student learning take place. The purpose of this study is to determine the potential barriers to a paradigm shift at the state and district levels from a focus on state-assessed grade levels to prekindergarten and primary grade levels. The …
"We Don't Work For Free": Tenured Faculty Engagement In Assessment Initiatives On A Unionized Community College Campus, Lauren Kosrow
"We Don't Work For Free": Tenured Faculty Engagement In Assessment Initiatives On A Unionized Community College Campus, Lauren Kosrow
Dissertations
This case study, which included faculty and administrator interviews as well as an exploration of institutional documents and faculty meeting spaces, examined what influences a tenured faculty member’s decision to engage with assessment initiatives at Midwest Community College and what senior leaders can do to successfully engage tenured faculty in these efforts. Principal-agent theory (PAT) offers an important and helpful framework for considering how senior leadership can successfully engage tenured faculty in student learning outcomes assessment on this specific unionized community college campus. The findings of this study suggest that senior leaders must leverage both incentives and monitoring to successfully …