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Full-Text Articles in Education

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick Nov 2015

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf ...


A Multiple Case Exploration Of Designers And Reflection In The Design Space, Tamme L. Quinn Grzebyk Jan 2015

A Multiple Case Exploration Of Designers And Reflection In The Design Space, Tamme L. Quinn Grzebyk

Wayne State University Dissertations

For decades, scholars have searched for ways to more effectively teach and practice instructional design. A variety of strategies have been employed to address the ambiguity in and challenges of the field. Much of the focus in the education of instructional designers has been on teaching students how best to use the many models developed for the field (Rowling, 1992). These efforts, while meant to help the new instructional designer succeed, have often been stifled by the ever-changing landscape of what instructional designers are asked to do in their roles after graduation (Kenny, Zhang, Schwier, & Campbell, 2005). Other research centers around the ways students can fuse their new instructional design knowledge with practical activities.

While many scholars have begun to focus on alternative methods for preparing instructional designers and improving instructional design processes, instructional designers themselves have been neglected. We teach instructional designers about the profession before we have truly understood the professional. From a teaching standpoint, this approach contradicts the very foundation of instructional design education: that of recognizing that the learners/users are at the center of instructional design (Cennamo & Kalk, 2004).

The purpose of this qualitative study was to examine instructional designers during design by engaging them in structured reflection as (a.) a way to better understand instructional designers in the design space and (b.) a technique for instructional designers to improve their design. Seven designers were asked to explore their thoughts, feelings, and experiences over six weeks while engaged in a design project.

This study used various data collection methods including reflection journals, interviews, and surveys. The Self-Reflection Insight Scale (SRIS) and REFLECT rubric were utilized to measure reflection abilities, and grounded theory was employed to conceptualize the data (Strauss & Corbin, 1990), while concentrating on discovery and the development of theory (Charmaz, 1983).

Results showed that each designer is unique; designers rely on distinctive designer ...


Examining Teachers' Acceptance And Use Of Mobile Applications And Ipads In Instruction Through The Technology Acceptance Model: A Mixed Methods Study, Danielle Nicole Navariz Jan 2015

Examining Teachers' Acceptance And Use Of Mobile Applications And Ipads In Instruction Through The Technology Acceptance Model: A Mixed Methods Study, Danielle Nicole Navariz

Open Access Theses & Dissertations

With the addition of new technologies and the shift from digital learning to mobile learning, districts are rushing to purchase the latest mobile devices for their campuses. Despite this rush, as indicated by the growing number of pilot programs and 13 million iPads sold to education customers globally (Maestri, 2014), there is little research on the factors teachers consider when selecting mobile applications or the factors that impact their acceptance of the new technology. When implementing new technologies, teachers' acceptance of the technology must be examined to ensure proper use.

This Dissertation explored, through sequential mixed methods, teachersâ?? acceptance of ...


Reforms In Relation To Research-Based Theories Resulting In Successful Test Results, Veronica Renee Christian Jan 2015

Reforms In Relation To Research-Based Theories Resulting In Successful Test Results, Veronica Renee Christian

Walden Dissertations and Doctoral Studies

The study school in Bibb County, Georgia had a passing rate of approximately 60% on 9th grade literature and composition End of Course Tests (EOCT). An instructional paradigm was needed to help provide quality instruction and facilitate students' efforts to meet the mandate for performance. Research supports differentiated instruction (DI), instructional technology (IT), Gardner's multiple intelligences, and Vygotsky's theory of constructivism as the foundation for quality instruction. This ex post facto study used a cluster sample to explore 2 questions. One research questions explored the effect of DI enhanced with IT on students' learning in 9th grade literature ...


Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald Jan 2015

Moving From Theory To Practice: Integrating Mobile Devices In Elementary Reading Instruction, Lisa Marie Bald

Walden Dissertations and Doctoral Studies

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations ...