Dissertations / Theses: 'Classroom instructional'

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Woodward, David Bruce Lorber Michael A. "Teaching instructional media utilization video tape package vs. classroom instruction /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818722.

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Thesis (Ed. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 14, 2005. Dissertation Committee: Michael A. Lorber (chair), John L. Brickell, Larry D. Kennedy, Mary Ann Lynn, C. Edward Streeter, Forrest G. Wisely. Includes bibliographical references (leaves 101-107) and abstract. Also available in print.

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Schugar, Jordan T. "Metaphor instruction in one english teacher's classroom his understandings, instructional practices, and attitudes /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8517.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Camara, Phyllis. "Interactive Technology and Engaging Learners in the Mathematics Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1090.

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The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired t test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators.

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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.

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Moose, Anita Sweeney. "Sheltered instructional strategies in the mainstream, content-oriented classroom." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1605161461&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Dixon, John A. "A Description of Instructional Practices in Inclusive Classroom Settings." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29883.

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This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusion classrooms were researched. Data were also collected and analyzed in four areas: (1) principal and teachers' definitions of inclusion, (2) principal and teachers' perceptions of how inclusion is implemented in the school, (3) effects of inclusion on teachers' instructional practices, and (4) effects of inclusion on the learning opportunities for general education students. There were no observable effects of inclusion on the learning opportunities for general education students.
Ed. D.

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Kwolek, Kathleen A. "Impact of Teacher Evaluation Protocols on Classroom Instructional Practices." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287.

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Arner, Tracy. "Investigating the Flipped Classroom in Undergraduate Educational Psychology." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604926621821785.

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Corzine, Elizabeth. "Standards-based grading| Effects on classroom instruction." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10190457.

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The purpose of this study was to determine if the implementation of a standards-based grading system has an effect on classroom instruction. In particular, how does the implementation of a standards-based grading system impact the teaching methods, curriculum, differentiation, and formative assessments being used in classrooms? The researcher identified five schools in the Southern Illinois area that have adopted the standards-based grading system and chose eleven teachers to participate in this study through purposeful convenience sampling. This study used a phenomenological qualitative approach. There were two methods used in order to collect data including face to face interviews and document analysis. The findings of this study are significant to any district who is considering changing their grading system from a traditional grading system to a standards-based grading system. Through six major themes that emerged, this study shows that by switching to a standards-based grading system multiple parts of the classroom are impacted including the teaching methods, content, differentiation, and formative assessments. The six major themes included: teaching methods have been modified to better adjust to the standards-based grading system and include a larger variety of approaches, teaching methods are more of a response to student need than a pre-planned approach to teaching, the curriculum and content being taught in the classroom have better alignment to the standards, teachers have a greater awareness of both the curriculum and standards that are being taught at their grade level, as well as at other grade level, teachers have a better understanding of the individual needs of students and have used differentiation to meet these unique needs, and the use of formative assessments have increased in order to adjust for more fluid groupings being used in the classroom.

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McKamey, Jon Preston. "Smart Classroom Technology: Instructional Effectiveness and Faculty and Student Satisfaction." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/241.

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Numerous designs, practices, stakeholders, and technology options make it difficult for higher education institutions to find direction and established standards for classroom construction and remodeling projects. Different models of technology-enhanced classrooms are being adopted as various managers, integrators, and architects develop new classroom spaces. A planning process, standardized classroom model, and effective support structure will be valuable elements in meeting the needs of faculty and students. The goal was to establish a best practices classroom model to meet the needs of community college faculty, students, and technology support personnel. Information collected from community colleges was used to determine the state of installed classroom technology that includes standard practices, policies and procedures, stakeholder involvement, ongoing budget and equipment replacement, and technical support. Community college faculty and students provided data related to the effectiveness of and their satisfaction with different technology classroom models. A case study approach was employed. The cases included two different electronic classroom models (Model 1: remodel of rooms in existing buildings in 2004 and Model 2: new building construction in 1995). Data were collected from faculty and students related to the effectiveness of and their satisfaction with the particular environment. Background information on classroom design, standards, technology integration, and support was gathered from other community colleges to be included as part of the foundation provided by the review of literature. These data, together with the local data, were used to develop a classroom standards document. Faculty and student data were used to determine the effectiveness of the technology components, room and system design, and overall integration of technology in the electronic classroom. Faculty and students reported a high level of satisfaction with the electronic classrooms as well as a perceived high level of instructional effectiveness. Some design considerations related to screen placement and lighting control were raised by both populations. There were no other significant differences between the two classroom models used in the investigation. Faculty and student preferences were incorporated into the classroom standards document developed at the conclusion of the research. Community college instructional support personnel reported a fairly consistent basic model for their electronic classrooms. The use of any form of standards document was rare. A team approach to planning, design, installation and support was widely used.

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Brunkowski, Carol A. Fisher Robert L. "The effects of self-selected professional development on instructional practices." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196659.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Robert Fisher (chair), Deborah Curtis, S. Rex Morrow. Includes bibliographical references (leaves 180-201) and abstract. Also available in print.

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DeFrancesco, Michele A. "Effects of Classroom Setting and Instructional Practices on Academic Performance." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1882.

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According to the National Center for Educational Statistics and the National Center for Educational Progress (NAEP, 2011), student with disabilities are not making significant academic gains compared to non-disabled student groups. The purpose of this study was to determine the impact of differentiating instruction specifically pre-teaching and re-teaching and whether or not a student has a disability with academic performance on the Maryland State Assessment (MSA) for eighth grade reading across 17 middle schools in Anne Arundel County. The theories of cognitive social learning, cognitive neuroscience and brain based learning grounded the quantitative quasi-experimental research using an ex post facto design based on archival data collected from September 2011 to January 2013 by the researcher and multiple observers from the secondary special education leadership team. A two-way analysis of variance (ANOVA) was utilized to determine if significant differences existed among the reading performance for students in schools where teachers differentiated instruction, and type of student. Results from the study demonstrate that students without disabilities continue to have higher scores than students with disabilities. It is recommended results from this study be shared with educators to expand the knowledge base of educators to assist with closing the achievement gap between students with and without disabilities.

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Stanford, Myah D. "Transfer of Instructional Practices From Freedom Schools to the Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849712/.

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The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.

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Pavlidis, Philip Michael. "Factors contributing to the integration of computer technology in classroom instruction." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539618556.

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The purpose of this study was to determine what factors contribute to and what factors inhibit the integration of computer technology in classroom instruction in the middle school setting at selected schools in a central Virginia public school system. Information derived from this study may be used to assist in the planning and decision making process by central office and building level administrators.;The population for this study included teachers from three middle schools in a central Virginia public school system. This school system has demonstrated through the Virginia Standards of Learning test scores, an even distribution of results regardless of demographics. A pilot study was conducted in the same school system. Participants completed a questionnaire, and a sample of participants was interviewed. The results were coded and chunked for the purpose of establishing an emerging theme or themes.;There has been a wealth of quantitative data with regard to student to computer ratio and computer to classroom ratio over the last several years. However, there is scant data from a qualitative perspective that may allow for in-depth answers to questions regarding the factors that come into play as to the reasons for the use or non-use of available technology.;Findings indicate that respondents appear to use computer technology for a range of personal reasons, yet are reluctant to use and integrate that technology into classroom instruction. In addition, thematic analysis revealed that time, access, and support appear to be major factors that inhibit the use and integration of computer technology in classroom instruction.

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Jackson, Esther Lynn. "Technology Preferences of Multiple Generations in the Workplace Classroom." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5725.

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Differences in race, ethnicity, gender, and age have shaped the most diverse workforce in recent years and have also influenced the workplace learning environment. Variability in age created several generations that presented an instructional challenge in the workplace for trainers who have not recognized and understood generational differences. The purpose of this study was to investigate how employees in 4 generations differed with respect to attitudes toward instructional approaches using technology in the workplace classroom. A theoretical framework incorporating Knowles' learning theory of andragogy guided this study, which used survey research methods within a quantitative design. The sample of 731 city employees from various departments completed the Media and Technology Usage and Attitudes Scales administered through an online survey tool. One-way ANOVA indicated that only on the Positive Attitudes Toward Technology scale, scores of the oldest generation, the Traditionalists, were significantly less positive than those of the 3 younger generations (Baby Boomers, Generation X, and Millennials) who did not differ significantly from each other. Research findings led to the conclusion that some differences existed in generational attitudes toward instructional approaches. Based on this conclusion, a 3-day leadership workshop was created, which includes recommendations for a customized approach to instructing the generations. Implications for social change include the potential for organizations to modify instruction to correspond with attitudinal differences of the generations and allow organizations in all industries to take proactive steps for workforce changes in learning.

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Yemothy, Nicole Elizabeth. "Improving Educational Technology Integration in the Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/902.

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Teachers' ability to integrate technology is a topic of growing concern given the importance of technology and 21st century skills readiness in both academics and the global society of 2014. This study investigated the technology integration barriers that educators faced, the training the educators received, and support needs of educators at a large, prominent, 30-year old international school located in Central America offering grades Pre-K 3 to 12. The social learning theory of Bandura, the constructivist theories of Piaget and Dewey, and the technology constructionism of Papert provided the theoretical framework. The research questions focused on understanding technology integration by assessing key aspects of the teachers' technology proficiency and needs. A nonexperimental quantitative cross-sectional study design was used to examine the educational technology integration practices and deficiencies at the focus school. A Likert-style instrument, comprised of parts from 3 existing instruments, was completed electronically by 62 purposefully sampled certified teachers at the focus school. Descriptive statistics identified technology integration levels, training factors, and support needs of focus school educators. Correlational analyses failed to reveal any significant relationships between technology integration levels of the focus school teachers and the variables of interest: self-perceived barriers to technology integration, self-perceived confidence using technology, and participation in onsite professional development. In light of the survey findings, a 3-phase technology integration improvement plan was designed. The study yields social change for the focus school by improving their technology integration practices based on empirical evidence.

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Chan, Siu-kan Felix. "The effects of instructional style on learning motivation and classroom behaviour." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791273.

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Burrell, Marcia M., and Clayton Cohn. "Integrating Technology into the Mathematics Classroom: Instructional Design and Lesson Conversion." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79535.

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The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).

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Barnes, Andrew Floyd. "Instructional Video Object-Based Learning in a Flipped Construction Management Classroom." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103059.

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Traditional methods of teaching (i.e., didactic reading and lecture) remain the primary way instruction is delivered in construction management (CM) classrooms. This is true despite a growing body of literature promoting more contemporary, student-centered pedagogies that offer improvements over traditional teaching models. One of these is object-based learning (OBL), a student-centered approach that uses digital learning objects (LOs), such as videos, images, animations, mobile apps, and educational games, to facilitate deep and engaging learning experiences. One of the most common types of LO is instructional videos. Over the past quarter century, abundant research has been conducted in the field of computer science to advance the quality and reach of instructional video LOs. In contrast, a relatively small amount of research has been dedicated to understanding them in terms of their pedagogical efficacy. This is especially true for the field of CM. Very little empirical research currently exists at the intersection of CM and OBL. This dissertation examines the ability of supplemental instructional videos (SIVs) — a specific type of instructional video that complements other forms of instruction, including in-person teaching, readings, and group work, to deliver a full learning experience — to improve both the performance and the quality of the learning experience for undergraduate CM students. The first chapter of the dissertation is introductory, providing information about the major themes of the dissertation including construction management education, OBL, SIVs, and flipped classrooms. The second chapter explores the foundational learning theories that support OBL in a flipped CM classroom. A theoretical framework is proposed that can be used by teachers to guide them as they tailor their own approach for using instructional videos. The third chapter presents an interdisciplinary synthesis of best practices for the design and development of SIVs. Using these best practices, I document the production process of SIVs for an undergraduate CM course called Residential Construction Technologies. The fourth and fifth chapters cover a study in which the SIVs I developed were used as teaching aids for pre-class readings in Residential Construction Technologies. Chapter Four centers on a repeated measures experiment that was designed to evaluate the effectiveness of the SIVs at improving student performance. Chapter Five uses surveys and interviews to understand student perceptions of the SIVs. Overall, I found that the SIVs had little measurable effect on improving the student's grades. However, overwhelmingly, the students reported that they valued having the videos, and felt that they helped with their understanding of unfamiliar or complicated course topics. Chapter Six concludes the dissertation with a short synthesis of all chapters and summary of their major themes and findings.
Doctor of Philosophy
Increasingly, teacher-made instructional videos are being used as educational tools in university classrooms. Unfortunately, not much guidance is available to help teachers with this task, and many of the videos being produced today are both low quality and ineffective. This dissertation's purpose is to help teachers find an efficient way to produce effective and appealing instructional videos for their specific learning audiences. Although this work was executed in a construction management (CM) context, teachers in many fields can benefit from the research. The first major accomplishment of the dissertation is an educational framework that teachers can use to incorporate instructional videos in their own curriculums. Next, a collection of the current best-practice guidelines for the design and development of instructional videos was assembled and explained. Using the guidelines for ourselves, I produced twelve short videos on various construction topics to be used in an undergraduate CM course called Residential Construction Technologies. The videos were designed to accompany readings that the students were assigned to complete before coming to class. To understand if the videos were effective teaching aids, I conducted an experiment to measure whether the videos made a difference to the students' grades. Additionally, I asked the students with a survey and interviews to describe how they felt about the videos. Overall, I found that the videos had little impact in improving the student's scores. However, overwhelmingly, the students reported that they valued and appreciated having the videos and they felt that they helped with the reading topics.

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Vander, Wiede Jamie. "Direct, hands-on or inquiry instruction a study of instructional sequencing and motivation in the science classroom." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5073.

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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.
ID: 030423060; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 42-48).
M.A.
Masters
Teaching, Learning and Leadership
Education
Applied Learning and Instrucation

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Rickman-Rogers, Tonya Patrice. "Analysis of Factors That Influence a Teacher's Use of Computer Technology in the K-5 Classroom." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26858.

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Throughout the last 30 years, there has been a movement to use computer technology in schools to enhance teaching and learning. In recent years, the No Child Left Behind Act of 2001 has mandated that states have a long range strategic educational technology plan that describes the many facets of their technology integration efforts (2002). However, at this time research indicates that technology integration in classrooms is still low tech and infrequent (Cuban, 2001; NCES, 2005a). The purpose of this quantitative study was to gain insight into a teacherâ s use of computer technology with students in K-5 general education public school classrooms across the state of Virginia. Eleven independent variables (e.g., teaching philosophy, professional development, hardware proficiency, software proficiency) and 2 dependent variables (i.e., frequency and application of technology integration) were selected based on a review of literature and input from educators. A questionnaire, designed to measure variables, was field tested for validity and reliability then administrated to teachers. The population of the study was approximately 16,500 K-5 general education public school teachers from the state of Virginia with active e-mail addresses in the Market Data Retrieval (MDR) database. A systematic sample of 1,400 K-5 teachers was selected from the MDR database. Teachersâ responses rendered 313 usable questionnaires. Analysis of the data revealed that the majority of independent variables (8), with the exception of 3 independent variables (i.e., technical support, student to computer ratio, technology integration support), yielded significant correlations with the dependent variable frequency of technology integration. Whereas, all independent variables (10), with the exception of technical support, yielded significant correlations with the dependent variable application of technology integration. Multiple linear regression analysis was conducted to determine whether the 11 independent variables were significant predictors of variation in the dependent variables (frequency and application of integration). The results of both regression analyses rendered significant models for the prediction of variation in frequency and application of integration (R2= .16, R2=.39), respectively. The researcher concluded that the predicted variance (R2= .16) of regression model 1 was too small to be considered a viable model for the predication of variation in frequency. Whereas, regression model 2 predicted a greater level of variance (R2=.39), thus it was considered a good predictor of variation in the application of technology integration. Three of the 11 independent variables (i.e., software availability, teaching philosophy, and software proficiency) were among the variables that were significant predictors of variance in the application of technology integration. The strongest predictor was software availability followed by teaching philosophy and software proficiency. Teachers who reported moderate to low variety in the application of technology integration also reported moderate access to software, moderately low software proficiency, and use of instructional practices that were consistent with constructivism.
Ph. D.

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McBride, Bonnie J. "Promoting instructional interactions : effects of training preschool teachers to use a discrete trial instructional format during classroom activities /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7701.

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Wright, Andrew W. "RFID Classroom Management System." DigitalCommons@CalPoly, 2011. https://digitalcommons.calpoly.edu/theses/558.

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Professors who manage large classes are unrealistically expected to grade each student fairly and accurately. Even with all of the technological advancements that have occurred in the past thirty years, very little progress has been made in classroom management, and as a result, professors are not equipped with enough tools to successfully manage large class sizes. Because radio frequency identification (RFID) technology is making its way into student issued identification cards, there is an opportunity to use it as a tool to aid professors in the classroom. The focus of this paper is to discover the most effective system that can be implemented as a classroom management instrument. Through multi criteria analysis, several different infrastructures are examined and compared to determine the best alternative. The result of an effective system leads to a reduction in time spent taking attendance, an increase in student performance, an increase in the fairness and accuracy of recording classroom participation, and an enhanced professor-student relationship.

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Wassinger, Craig, and Kara Boynewicz. "Using Instructional Design Models and Experience to Succeed in Flipping your Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8350.

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Martin, Joe C. "Mobile Technology and Classroom Relationships." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/87.

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This dissertation examines the relational implications of the presence of mobile technology within the basic communication course. To guide the research and interpret the results Mottet, Frymier, and Beebe’s (2006) rhetorical and relational goals theory is utilized. To investigate this phenomenon a survey design was employed, and participants were asked to respond to open-ended, closed-ended, and descriptive questions. Results of this study shed light upon how and when university students use technology, as well as the positive and detrimental results such usage has upon the development and quality of their relationships in the classroom, both with instructors and other students. Results from this dissertation revealed that students are frequent and heavy users of mobile technology (particularly “social” applications), but generally do not feel as if they are dependent upon their devices. In open-ended responses, students described ways in which mobile technology facilitated out of class relationships with peers and instructors, but hindered the development of relationship with peers in the classroom; these descriptions aligned with the fact that students who exhibited or experienced phubbing (snubbing someone with one’s phone) described less classroom connectedness than their peers. While differing perceptions of classroom connectedness among students were correlated with differing experiences of phubbing, perceptions of rapport with instructors did not differ significantly among participants. Further, students who were more relationally oriented experienced higher perceptions of classroom connectedness than their more rhetorically oriented counterparts. Finally, students in this study generally prioritized rhetorical instructor attributes over relational ones. These results are further explored in the discussion portion of this dissertation.

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Estes-Del, Re Re Darlene M. "Preschoolers' Use of Technology in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/954.

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Almost from birth, children are immersed in a technologically rich world yet they often enter preschools that offer little to no use of technology. Preschool learning is tied to more traditional forms of reading and writing; this may be inconsistent with the ways children are learning at home and will learn in elementary school. Despite growing interest in creating learning environments that better mirror the technological experiences of the home, there is a significant gap in current research about how learning is affected in preschool environments designed with multiple forms of technology. This qualitative single case study was designed to explore children's preferred uses of technology for learning in a Montessori preschool. The study was supported by the New London Group's theory of multiliteracies and the model of the Montessori method. Data were collected using pre and post teacher interviews, observations, and student generated video and audio recordings of learning activities. Data were coded to form preliminary categories, and open coding was used to generate themes. The findings revealed that children preferred to use technology to express ideas, to write stories, and to visually document and share their learning experiences with others. When technology was made readily available for learning, children became confident, independent, and responsible users. The inclusion of technology also increased learning and encouraged children to socially interact through new media. Implications for social change include the implementation of learning tools that are more closely aligned with those used in future schooling which may result in higher achievement.

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Payne, Elizabeth T. "Implementing Walkthroughs: One School's Journey." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30049.

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In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers' professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research. This mixed methods case study describes one middle school's journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis.
Ed. D.

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Reynolds, Sheldon S. "Instructional practices that teachers can use to build motivation in the classroom." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/SReynolds2007.pdf.

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McPadden, E. Marie. "Perceptions of Assistant Superintendents of Classroom Walk-Throughs to Improve Instructional Practices." Thesis, American International College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3586285.

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The purpose of this phenomenological study is to describe, analyze, and interpret a comparison of assistant superintendents’ perceptions of the impact of classroom walk-throughs as a model of teacher development designed to monitor and improve instructional practices in 12 school districts in Connecticut. A major focus of this study is whether the practice of classroom walkthroughs have an impact on with improving instructional practices. According to Marshall (2012a), “Classroom observations, student achievement, and feedback from students are important, but they’ll only improve education if they’re used wisely” (p. 50). This research study is informed by a comprehensive review of the literature related to teacher evaluation models, including the practice of classroom walk-throughs, brief visits, and instructional rounds, prior to interviewing assistant superintendents about their perceptions of the impact that classroom walkthroughs have on improving instructional practice. Marshall (2012c) indicates that “In most schools, by contact or by tradition, administrators give advance notice of their formal observations and teachers quite understandably take their performance up a notch or two” (p. 19). There are social and professional implications of this inquiry-based research that need to be considered. A social implication is the relationship to teacher acceptance behavior of the implementation of classroom walk-throughs that could change school culture. Professionally, relationships between and among teachers and building administrators could become stronger in terms of creating a professional learning community. Conversely, there could be resistance to the change process that impacts potential positive results. Conducting a phenomenological study through a carefully designed methodology will result in qualitative reflection and findings that will support the assistant superintendent subjects as they examine the impact of individual walkthrough models on improving instructional practices.

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Naimova, Veronica. "Factors Affecting the Implementation of Instructional Technology in the Second Language Classroom." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2574.pdf.

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Kohn, Carol J. "Increasing mathematics achievement of Mexican immigrant students: Instructional policy and classroom practice." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2509.

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It is imperative that school administrators find means to include Mexican immigrant students in high quality mathematics programs. Yet many questions remain regarding instructional design and policies to accelerate the learning of mathematics within this student population. This exploratory study examines challenges that Mexican immigrant students face in transitioning from mathematics instruction in their native country to mathematics in the United States. A qualitative research design was selected to examine interviews in two data sets: an existing data base of interview narratives of 158 Mexican immigrants conducted by pre-service elementary education students at California State University-Bakersfield; and a second data base of 19 educators from California's lower Central Valley. Qualitative analyses generated three core categories to help explain how Mexican and American instructional practices influenced immigrant students' ability to transition to learning mathematics in the United States. (a) In contrast to the United States, the study of mathematics in Mexico was closely associated with practical and job related purposes. (b) Differences of expectations for learning mathematics in the two countries affected Mexican students' ability to transition to learning mathematics in this country. Differences included mathematical content, instructional practices, pacing, promotion policies, and years of schooling. (c) When entering American schools, initial placement of immigrant students into mathematics coursework was based upon factors such as English language proficiency, or the need to satisfy standards or graduation requirements, rather than assessment of mathematics competency. As a result, highly proficient students were often unable to continue their study of advanced mathematics, while low performing students quickly became discouraged. Additional issues included the competency of bilingual aides to accurately translate advanced level mathematics, requirements that English Learners take high stakes English-only examinations for mathematics, and the ability of immigrant parents to assist their children in learning mathematics despite differences in mathematical algorithms and procedures. The study suggests a comprehensive success model to help school administrators coordinate mathematics reform efforts; address issues related to curriculum, instruction, and professional development; and involve community stakeholders in supporting mathematics reform.

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Hargraves, Toni Danielle. "Assessment of a metacontingency instructional package for a rehabilitation day training classroom." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1616.

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AN ABSTRACT OF THE THESIS OF Toni Hargraves, for the Master of Science degree in Behavior Analysis and Therapy, presented on April 2015, at Southern Illinois University Carbondale. TITLE: ASSESSMENT OF A METACONTINGENCY INSTRUCTIONAL PACKAGE FOR A REHABILITATION DAY TRAINING CLASSROOM MAJOR PROFESSOR: Dr. Ruth Anne Rehfeldt The following study evaluated the effects of a metacontingency instructional package on interlocking behaviors by measuring the products produced by the interlocking behaviors of four adults attending a specialized rehabilitation center and working to obtain financial gain and community inclusion. The package was a manipulation of the environment of a day training classroom by incorporating a program where contingencies were available on an interrelated level and targeted as many individuals as possible to provide the largest societal gain. For 3 adults with mild to severe intellectual disabilities, task completion increased above task completion averages observed during baseline conditions where only individualized tasks were presented. For all participants, cooperative behaviors were only observed in the condition where tasks were interrelated with tasks of peers and returned to baselines levels once the package was removed. Producing the changes at this level may be socially relevant due to the potential gains of the participants, potential gain of the rehabilitation setting in relation to funding for productivity results, and the potential gain to the overall community through increased social skills of individuals who interact in that setting.

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McCann, Nicholas Francis. "Using Error Anticipation Exercises as an Instructional Intervention in the Algebra Classroom." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591666.

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Math & Science Education
Ph.D.
Researchers and instructors have only recently embraced the role of errors as vehicles for learning in the algebra classroom. Studying a mixture of correct and incorrect worked examples has been shown to be beneficial relative to correct worked examples alone. This study examines the effectiveness of having students generate, or anticipate, errors another student might make. Five Algebra 1 sections at a suburban mid-Atlantic public high school participated amid an early equation-solving unit. During teacher-led instruction, all five sections examined 2-3 correct worked examples. The final example varied across conditions. One section received an additional correct worked example. Two sections examined an incorrect worked example. The remaining two sections engaged in an error anticipation exercise where the teacher wrote an equation on the board and asked the students to predict errors another student might make in solving. The study measured conceptual and procedural knowledge, encoding ability, and student-generated errors. Although no meaningful significant differences were found, students in the error anticipation condition saw no difference in performance in conceptual and procedural items versus those who examined incorrect worked examples. Analysis that combined the error anticipation and incorrect worked examples conditions showed that those students trended toward outperforming those who examined correct examples only on procedural items. These results support further examination of error anticipation as a worthwhile instructional activity.
Temple University--Theses

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Margutti, Piera. "Classroom interaction in an Italian primary school : instructional sequences in pedagogic settings." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/9887/.

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Wenzel, Sandra. "Perceptions Among K-12 School Leaders and Classroom Educators of One-to-One Computing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5289.

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The rate of adoption of 1-to-1 computing in U.S. K-12 schools does not meet the requirements of educational standards, and it is unclear why the requirements for use of digital technology inside schools have still not been met. The purpose of this qualitative case study was to analyze the thoughts of school leaders, classroom educators, and technicians about the integration of 1-to-1 computing using Rogers's diffusion of innovations theory as the framework. The research questions probed leader, teacher and technician views of integrating 1-to-1 technology. Participants consisted of 1 school leader, 1 technician, and 3 classroom educators from a Georgia school who consented to be interviewed. Data were collected through a series of audio-recorded interviews. Analysis consisted of open and axial coding of the transcripts of interviews, resulting in themes addressing the research questions and supporting the framework. Results included participants indicating that 1-to-1 technology has to be useful, observable, and 'try-able.' They responded that teacher input should be used in adoption of new technology, and technology should come in a variety of forms, a 1-size-fits-all approach will not be successful. Classroom educators indicated they used peers, trying and observing a technology, and research as information sources when considering a new technology. Funding emerged as the largest barrier in adoption of 1-to-1 computing. Reported benefits included high student motivation, ability to self-pace course work, online assessments, and preparation of students for future education and employment. Positive social change may occur when decision makers use these findings to develop effective integration of one-to-one computing to positively influence instruction and learning.

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Hart, Maura A. "Implementing change in instructional delivery of classroom curriculum a phenomenological case study of classroom teachers implementing a problem-based learning approach in the classroom /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/42/.

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Hiett, Brandy. "An Examination of Blended Learning and the Traditional Classroom Using Achievement Scores." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3104.

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Although varying models of blended learning are being adopted in schools, research on the effect of blended learning on students in different subjects and grade levels has not been examined. This naturalistic, quasi-experimental study examined the effect of the rotation model of blended learning at the middle school level on students' language arts performance to determine how the rotation model of blended learning compares to the traditional model of learning. The study's theoretical framework consisted of Mayer's cognitive theory of multimedia learning and Bloom's theory of mastery learning. The population consisted of 979 non-Title 1, Georgia public middle school students within the same middle school in a metropolitan school district during the 2013-2014 school year. The sample size was 237 sixth graders, 255 seventh graders, and 272 eighth graders. The specific data collected were Criteria Referenced Competency Test (CRCT) scores for all sample students. Data analysis consisted of both stepwise multiple regression and two-way ANOVA. The study found no significant difference in academic achievement of special education or regular education students. However, gifted students who participated in the blended model of instruction performed at a lower level than those who participated in the traditional model of instruction. Educational stakeholders may use this study, and others like it, to make decisions on the adoption of educational models at the middle school level that are beneficial, as well as to avoid models for subgroups that might be harmful.

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Stout, Mary Webb. "The hidden curriculum of the video teleconference (VTC) classroom and its implications for the university of the twenty-first century." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618792.

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Old Dominion University's Peninsula Center, in Hampton, Virginia, was the location for an ethnographic case study about the urban "distributed university" centers that provided instruction via video teleconference (VTC). Graduate engineers attended VTC classes at the Peninsula Center originating from five Virginia universities as part of the Commonwealth Graduate Engineering Program.;The purpose of this study was to describe VTC instruction and identify aspects that impacted on student learning, faculty teaching, and the socio-cultural environment. Fifty-one interviews and two months of observations were conducted during the Spring term, 1993.;Benson Snyder's (1971) ethnographic case study at MIT, described in The Hidden Curriculum, provided a model from which to start. Based on a systematic comparative analysis of Snyder's (1971) study at MIT with that of the Peninsula Center, findings showed that socio-cultural characteristics and traditions in the VTC graduate engineering classes followed Snyder's (1971) model and affected student learning. This conclusion was evident, given the variables of elapsed time, different instructional formats such as large lecture hall and VTC, and student characteristics that varied from undergraduate to graduate, full-time to part-time, and traditional-age to adult students. This conclusion reflected higher education's resistance to change due to its "hidden curriculum" that includes its socio-cultural norms, values, and traditions.;Eight socio-cultural "constancies" were described that existed at both MIT and at the Peninsula Center. They included: environmental characteristics; student-faculty communication; the student-faculty relationship; faculty work; dissonance and gamesmanship; methods of student learning; student sub-cultures; and the engineering culture. Additionally, eight "new twists" of VTC instruction were described.;Recommendations include researching and understanding socio-cultural trends when planning for educational reform, and improving student-faculty dialogue, characterized by discussion of truth, that is reduced in VTC instruction. These are challenges for the University of the 21st Century.

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Cruz, Bohorquez Juan Manuel. "Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/93511.

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The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country. The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors' motivation to change but how the factors in the academic system reinforce or limit such motivation. With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.
Doctor of Philosophy
The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country. The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors’ motivation to change but how the factors in the academic system reinforce or limit such motivation. With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.

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Luciano, John Anthony. "An Examination of the Relationship Between First Grade Teachers' Theoretical Orientations Toward Reading Instruction and Their Classroom Instructional Practices." UNF Digital Commons, 1997. http://digitalcommons.unf.edu/etd/148.

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This study examined the relationship between first grade teachers' theoretical orientations toward reading and their classroom instructional practices. The study, which was conducted in Duval County Florida, used the Theoretical Orientation to Reading Profile (DeFord, 1985) and the Luciano Reading Instruction Practices Survey to gather self-reported data from the 102 study participants. The sample teachers reported the frequency with which they used 25 specific instructional practices to assist students in learning to read. Ten percent of the sample teachers were observed by the researcher for thirty minutes and their instructional practices were documented on a checklist which corresponded to the Luciano survey. These observations found that 48% of the reported practices were present. Raw scores on the TORP instrument indicated that 22.5% of the sample teachers held a phonics orientation towards reading, while 77.5% scored in the mid-range indicating an orientation which supported a mixed theoretical orientation of decoding skills and whole language approaches. No significant mean difference was found when teachers' survey scores were used to categorize them as supporters of either phonics, whole language, or a combination approach to reading instruction. However, a correlation of r = .46 (p < .0005) was found between raw scores on the two instruments indicating a moderate relationship among teachers' theoretical beliefs and instructional practices. Descriptive statistics of instructional practices obtained from the Luciano Reading Instruction Practices Survey (RIPS) indicated that 72% of all the sample teachers allowed students time for freereading on a daily basis, 66% reported emphasizing letter sounds, 59% reported using consumable skills workbooks every day, and 56% of the study teachers activated student interest prior to each reading experience. RIPS scores also indicated that sample teachers who used a combination of phonics and whole language practices comprised the largest group (46%) in the study. Nearly 1 0% of the sample used a majority of phonics-based practices and 44% reported utilizing mostly whole language-type activities. The results of this study provided insights as to the current methods being used to teach reading at the first grade level in a large urban school district and indicated moderate support as to a relationship between teachers' theoretical orientations and classroom practices.

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Sayre, Chad William. "The superintendent's maintenance and influence on classroom instructional capacity a mixed method study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4838.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 13, 2007) Vita. Includes bibliographical references.

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Cioppa, Tracy Ann. "Teachers' Perceptions of Principal Classroom Observational Feedback and its Impact on Instructional Practices." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97593.

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The purpose of this study was to examine elementary teachers' perceptions of administrators' classroom observational feedback and its impact on their instructional practices. This study analyzed interviews of elementary teachers to determine their definition of effective feedback, the role of principal observational feedback, and the extent to which they utilize the principal's feedback to adjust their instructional practices. The research sought to answer the following questions: 1. What do teachers identify as timely, effective feedback? 2. What do teachers indicate is the role or purpose of administrative classroom observational feedback on a teacher's instructional practice? 3. What do teachers indicate is the potential impact of administrative classroom observational feedback on a teacher's instructional practice? 4. What do teachers indicate would compel them to change (or not to change) their instructional practice based on administrative feedback? The participants in this study included nine elementary teachers in one school district in the Commonwealth of Virginia. Data were collected to determine the teachers' perception of timely, effective feedback; the delivery or communication of the administrative observational feedback; and what factors determine if the teacher changes (or does not change) their instructional practice as a result of the feedback. The intended result of classroom observations is to understand what goes on in the classroom and the links to student achievement as well as to provide feedback for teacher improvement (Martinez, Taut, and Schaaf, 2016; Reform Support Network, 2015). Findings indicated that elementary teachers desired immediate feedback following an observation and dialogue from their administrator within one to two weeks of the observation in the form of a post observation conference to improve their instructional practices. Additionally, teachers desired clarity about the process for evaluations and observations, their feedback, and how to improve their instructional practices from administrators with strong instructional backgrounds and experiences. The participating teachers described the need for more administrators and therefor more administrative support, emphasized the importance of the relationship between the administrator and the teachers, and indicated that three observations, and observations alone, were not enough to adequately assess the quality of their instruction or their effectiveness.
Doctor of Education
The purpose of this study was to determine if the feedback that administrators provided elementary teachers following a classroom observation caused them to change the way they instruct their students. This researcher interviewed nine elementary teachers to obtain their definition of effective observation feedback, the role of the principal's observational feedback, and what prompts teachers to utilize the principal's feedback to adjust their instructional practices. The research sought to answer the following questions: 1. What do teachers identify as timely, effective feedback? 2. What do teachers indicate is the role or purpose of administrative classroom observational feedback on a teacher's instructional practice? 3. What do teachers indicate is the potential impact of administrative classroom observational feedback on a teacher's instructional practice? 4. What do teachers indicate would compel them to change (or not to change) their instructional practice based on administrative feedback? Nine elementary teachers from one school district in the Commonwealth of Virginia participated in interviews. The researcher collected the data to determine the teachers' perception of timely, effective feedback; their preferred delivery of the feedback following the observation from a principal; and what caused the teacher to change (or not change) their instructional delivery as a result of the feedback they received. The purpose of classroom observations is to understand what occurs in the classroom, how student achievement increases, and how the observation feedback helps teachers improve (Martinez et al., 2016; Reform Support Network, 2015). The research found that elementary teachers wanted feedback directly following an observation and the ability to participate in a post observation conference with their administrator within one to two weeks following the observation to improve their instruction. Additionally, teachers wanted to clearly understand the process for evaluations and observations, to obtain feedback, and to receive suggestions to improve the art of teaching from administrators. The teachers described the need for support from more administrators, emphasized the importance of their relationship with the administrators, and indicated that three observations, and observations alone, were not enough to adequately assess them.

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Amling, Debra L. "Skills and Qualities for Classroom Teachers Transitioning into the Role of Instructional Coach." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591875463437557.

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Whitley-Grassi, Nathan E. "Evaluating Student Use Patterns of Streaming Video Lecture Capture in a Large Undergraduate Classroom." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3479.

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Large classes that allow smaller amounts of instructor-student interaction have become more common in today's colleges. The best way to provide needed opportunities for students to overcome this lack of interaction with instructors remains unidentified. This research evaluated the use of video lecture capture (VLC) as a supplemental method for teacher-student interaction and what, if any, impact it and attendance have on student performance in large lecture courses. This ex post facto study conducted at a Northeastern research university utilized cognitive and andragogical frameworks to examine the relationships between the independent variables frequency of video viewing, quantity of videos viewed, and course attendance, as well as their impact on course performance in a large lecture course (N=329). Data sources included archival data from the learning management system and student survey responses. Analysis included a series of two-way ANOVA tests. The results indicated that the frequency of video viewing was found to have a significant positive effect on course performance (F = 3.018, p = .030). The number of VLC videos not viewed was also found to have a significant negative effect on course performance (F = 1.875, p = 0.016). Other independent variables were not found to have any significant main effect or interaction effect with the dependent variable, course performance. Findings from this research may be used by educators, students, and administrators planning course sizes and availability to better understand the relationship between these variables and how VLC can be used effectively in large lecture classes thus leading to improved efficacy in VLC use.

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Mau, Deborah. "A Case Study of Middle Schools Teachers' Perceptions of the Use of Classroom Websites." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2218.

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Research has confirmed the benefits of incorporating technology, such as course websites, within public school classrooms to enhance student learning. However, many teachers do not incorporate technology or class websites. The purpose of this case study was to investigate technology integration within classroom websites to enhance student learning. Guided by the theory of constructivism, the concerns-based adoption model, and the technological pedagogical content knowledge framework, the research questions focused on teachers' perceptions of how a classroom website influences teaching practices and the key benefits of technology integration. Data were collected from 12 certified teachers in 2 middle schools who were identified as utilizing well-developed websites in their instruction. Interviews and websites were used to collect data, which were coded using inductive analysis of categories recorded on a matrix and reviewed for common themes. The participants indicated that technology integration within a classroom website benefited teaching practices and enhanced student learning through communication, personalized learning, and the development of 21st-century skills. The findings from this study were used to create a 3-day professional development for the local district to provide technology integration support for middle school teachers. Implications for social change include helping educators integrate technology through the development and use of classroom websites to enhance student learning.

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Reynolds, John W. "Applied Christian principles with proven instructional techniques in a secular educational environment." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Zhang, Shouhong. "Students' perceptions of multimedia classrooms at East Tennessee State University." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1107102-151006/unrestricted/ZhangS111302b.pdf.

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Hermann, Tammy Ann. "Literacy learning centers in a second grade classroom." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1820.

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Conrath, Melissa Moorhead. "Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749393.

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Kaufmann, Renee Monique. "THE DEVELOPMENT AND VALIDATION OF THE ONLINE LEARNING CLIMATE SCALE: A THREE-PHASE STUDY." UKnowledge, 2014. http://uknowledge.uky.edu/comm_etds/26.

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With the increasing popularity of and demand for online learning in higher education (Konetes, 2011) comes a need to examine students’ perceptions about classroom climate in these environments. Using the Instructional Beliefs Model (IBM) as a theoretical framework, this dissertation proposes the online learning climate (OLCS) scale for doing so. Informed by both organizational and instructional communication, as well as education, the scale consists of several variables related to instructor role(s) and behaviors, student characteristics, and course-specific structural issues to explain how students perceive climate within a computer-mediated classroom. Ultimately, this three-phase study consisted of: (a) constructing the OLCS, (b) establishing factor structure, as well as concurrent and convergent validity, and (c) establishing the scale’s discriminant validity, confirming its factorial structure, and testing three theoretical models.

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Dissertations / Theses on the topic 'Classroom instructional'

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