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Articles 271 - 276 of 276
Full-Text Articles in Higher Education and Teaching
The Experience Of Adjunct And Full-Time Faculty Participation In A Public University Teacher Education Department, Crystal Marie Aker
The Experience Of Adjunct And Full-Time Faculty Participation In A Public University Teacher Education Department, Crystal Marie Aker
Walden Dissertations and Doctoral Studies
Higher education has recently experienced a shift from an input-based accountability system (curriculum and instruction) to one that is now output-based (assessment). Faculty members are the intermediaries who prepare curriculum and instruction to meet the requirements of teacher education departments and to demonstrate results through the achievement of students. The purpose of this study was to understand how adjunct and full-time faculty members experience participation in a public university teacher education department and if faculty members' experience of participation influences instruction. Theories of systems, teacher education, faculty work, and communities of practice formed the study's conceptual framework. Data for the …
Personality Traits, Self -Efficacy Of Job Performance, And Susceptibility To Stress As Predictors Of Academic Performance Of Nurse Education Programs, Nancy Wilson-Soga
Personality Traits, Self -Efficacy Of Job Performance, And Susceptibility To Stress As Predictors Of Academic Performance Of Nurse Education Programs, Nancy Wilson-Soga
Walden Dissertations and Doctoral Studies
The United States is experiencing a shortage of registered nurses, and institutions of higher education are unable to graduate enough prepared nurses to reduce this employment shortage. A significant relationship between personality traits and academic performance has been found; however, how personality traits combine with students' self-efficacy of job performance and stress susceptibility to impact nursing students' academic performance has yet to be demonstrated. This study, grounded in the five-factor model (FFM) of personality traits, self-efficacy, and stress theories, sought to determine whether self-assessments of the NEO-Five Factor Inventory, the Nursing Practice Self-Efficacy survey, and the Susceptibility Under Stress Survey …
Social Construction Of Knowledge In A Semiformal, Long -Term Learning Environment: A Qualitative Study, Alycia Harris
Social Construction Of Knowledge In A Semiformal, Long -Term Learning Environment: A Qualitative Study, Alycia Harris
Walden Dissertations and Doctoral Studies
Social learning plays a critical role in cognitive apprenticeship, community of practice, and knowledge production theories. Gunawardena's interaction analysis model, which provides a means of evaluating discourse for social construction of knowledge, is comprised of five phases: (a) sharing and comparing, (b) disagreement, (c) negotiation and co-construction of new knowledge, (d) testing of knew knowledge, and (e) use or phrasing of new knowledge. There is a paucity of research that has empirically explored social construction of knowledge, especially in an extended semiformal asynchronous graduate learning experience. This study explored two research questions: whether social construction of knowledge took place, and …
The Impact Of A First -Year Learning Community On Student Persistence: Perceptions Of Community College Students, David Gerkin
The Impact Of A First -Year Learning Community On Student Persistence: Perceptions Of Community College Students, David Gerkin
Walden Dissertations and Doctoral Studies
This descriptive case study explored the perceptions of former community college first year learning community participants on aspects of their learning community experience that affected their persistence in college using Astin's student involvement theory and Tinto's student persistence model as a conceptual framework. Learning communities have been shown to increase student persistence, but little is known about how they do so. A better understanding of how learning communities contribute to increased student persistence would improve learning community practice and gain administrative support for learning communities. This study used a mixed methods research design utilizing both qualitative and quantitative data. Qualitative …
Effects Of Mentoring Preservice Teachers On Inservice Teachers In Professional Development School Environments, Marianne Pratschler
Effects Of Mentoring Preservice Teachers On Inservice Teachers In Professional Development School Environments, Marianne Pratschler
Walden Dissertations and Doctoral Studies
Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers' mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers' perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of …
Understanding And Application Of Learning College Concepts Among Community College Support Staff Employees, Laura E. Weidner
Understanding And Application Of Learning College Concepts Among Community College Support Staff Employees, Laura E. Weidner
Walden Dissertations and Doctoral Studies
Research on the Learning College indicates that everyone in the college must support learning. There have not been previous studies that centered on whether or not support staff, a major constituency group in community colleges, participates in supporting learning. This adapted phenomenological study examined staff in a Learning College to determine their understanding and application of the Learning College concept. Three research questions addressed how these employees understand the concept, perceive their roles, and apply Learning College principles. The study was conducted in a theoretical framework combining Learning College, change, and organizational culture theories. Data were collected from a purposive …