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Assessing The Academic Impact Of Two Adaptive Learning Technology Math Programs Using Hattie’S Visible Learning Theory, Charles C. Swan
Assessing The Academic Impact Of Two Adaptive Learning Technology Math Programs Using Hattie’S Visible Learning Theory, Charles C. Swan
All Theses And Dissertations
This quantitative study examined the academic impact of two adaptive learning technology math programs (Espark and iXL) alongside the social validity of teachers in a rural western Maine school district who used the program in their classrooms. Using Hattie’s Visible Learning Theory (2008) as the theoretical framework, the study tested two different hypotheses. The first hypothesis stated that both Espark and iXL would have an effect size of .40 or greater when the pre and post tests were compared. The study used the Northwest Evaluation Association (NWEA) assessment for its pre and post assessment because it is a nationally normed …
Mindfully Organizing Collective Teacher Efficacy: A Case Study Of Efficacious Educator Teams, Bruce "B.C." Preston
Mindfully Organizing Collective Teacher Efficacy: A Case Study Of Efficacious Educator Teams, Bruce "B.C." Preston
All Theses And Dissertations
Collective teacher efficacy (CTE) has well documented positive effects on student outcomes (Goddard et al., 2017), teacher job satisfaction (Buonomo et al., 2020), and educator persistence (Guidetti et al., 2018) in the face of challenging tasks. Characterized by the collective belief in the group’s capability to successfully accomplish tasks associated with their professional practice (Donohoo, 2018), what influences group efficacy belief formation remains an underdeveloped area of academic and practical understanding (Tschannen-Moran et al., 2014). To better understand the influences that shape CTE beliefs, and how those influences contribute to the known sources of CTE, a multiple–case study design was …
Exploring The Lived Experiences Of Public High School Teachers And Instructional Coaches Participating In Virtual Instructional Coaching During The Covid-19 Pandemic, Alyson J. Manion
All Theses And Dissertations
The purpose of this qualitative phenomenological study was to explore the lived experiences of public high school teachers (grades 9-12) and instructional coaches who have participated in virtual instructional coaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do public high school teachers and instructional coaches describe their experience with virtual instructional coaching during the COVID-19 pandemic?, (2) How do public high school teachers and instructional coaches describe the changes in instructional coaching experienced during the COVID-19 pandemic?, and (3) How do public high school teachers and instructional coaches describe their relationships with their instructional coaching …
The Perceptions Of Former Japanese High School Graduates Regarding Student Autonomy: A Qualitative Phenomenological Study, Ade Oni
All Theses And Dissertations
This qualitative phenomenological study examined the open-ended interview between the researcher and participants to investigate the perceptions former Japanese high school graduates had as it pertains to the development of student autonomy. One interview was used for each of the four participants in the study. Over a four-week period the transcribed interviews were analyzed and coded. Across all four interviews key themes emerged, including (1) Opinions in High School Classes, (2) Independent Thought While Doing Class Activities, (3) Talk Time Between Teacher and Student, (4) Experience Doing Group Work, (5) Teacher Control in the Classroom, (6) Answering Questions Wrong, and …
Undergraduate College Student Perceptions Of Empathy Cultivation In The Humanities Classroom: A Qualitative Narrative Inquiry, D. E. Fulford
Undergraduate College Student Perceptions Of Empathy Cultivation In The Humanities Classroom: A Qualitative Narrative Inquiry, D. E. Fulford
All Theses And Dissertations
Empathy—the human attribute of possessing concern for other humans in a way that others’ emotions are mirrored—is both an inborn characteristic, and one that can be taught in various settings throughout one’s life. This qualitative narrative inquiry study explored perceptions from undergraduate college students regarding empathy cultivation in the college humanities classroom setting using the theory of mind—the perspective-taking ability to infer other people’s intentions. Through Zoom-based, semi-structured interviews, data was collected from five undergraduate students at the university research site. Using thematic analysis to examine the data, four prominent themes emerged: (a) empathy cultivation in the classroom, (b) empathy …