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Neequaye, Beryl Koteikor. "Reviewing the Quality of Mixed Methods Research Reporting in Comparative and International Education: A Mixed Methods Research Synthesis." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565886346044592.
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Knutson, Anna V., and Merideth Garcia. "Ethics in Digital Research Methods." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5449.
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Priestley, J. G. "Moral education and religious story : An essay in support of Whitehead's contention that the essence of education is that it be religious." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380716.
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Knapke, Jacqueline M., Erin N. Haynes, and Lisa M. Vaughn. "Using Qualitative Methods to Improve Physician Research Training: Understanding the Student Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/3.
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For several decades now, physician-scientists have been referred to as an “endangered species.” Many factors have contributed to the dearth of clinical investigators, and training programs in clinical research are just one tool in a multi-pronged strategy to increase the number of successful physician-scientists working in health research. A qualitative approach that analyzes students’ educational goals and experiences can help fill the gaps in our knowledge about how best to train aspiring physician-scientists. This study was an interpretive phenomenology that evaluated the Master of Science program in Clinical and Translational Research (MSCTR) at the University of Cincinnati. The purpose of the study was to allow students to articulate their expectations, needs, and experiences in the MSCTR. The study included a group level assessment (GLA) and document review. Findings suggest several reasons students enrolled in the MSCTR, as well as some areas for improvement in the program: more physician-centered classes, a more directed curriculum, and a more cohesive course plan overall. Conclusions from these recommendations are that student perspectives can inform decisions around curricula and instructional methods in powerful ways, particularly when combined with a qualitative methodological approach. This study revealed several insights into how faculty and administrators can more effectively train physicians in research methodology. Training should be as applied and relevant as possible to make it directly applicable to clinical practice. This goal could be enhanced if classes – particularly statistics classes – were more physician-oriented. The curriculum of a clinical research training program for clinicians should be clear and directed, but with some flexibility and space within the curriculum for classes within areas of specialization. Collaboration should be integrated throughout, and courses should follow a logical, interconnected sequence.
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White, Beth. "Interdisciplinary Research Experiences For Undergraduates: Two Mixed-Methods Studies." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/675.
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Despite the demand for a diverse STEM-educated population and workforce, college students have consistently turned away from these disciplines in large numbers, creating a persistent problem that many are trying to address. The aim of the National Science Foundation's Research Experiences for Undergraduates (REU) program is to inspire, attract, and retain STEM majors. Funding supports undergraduate STEM students' engagement in real-world research alongside STEM mentors. As colleges and universities compete for funding for REUs, it is important to understand the mechanisms within summer research programs that resonate most deeply with undergraduate STEM researchers. While many studies reveal strong correlations between research experiences and STEM aspirations, less is known about the mechanisms within REU programs that support these gains. My research used quantitative and qualitative self-reported data from 20 REU students, 18 of whom were underrepresented minorities in STEM. Over two summers, these students, in cohorts of ten, came to the University of Vermont to participate in a team-oriented, 10-week REU: Interdisciplinary Research on Human Impacts in the Lake Champlain Ecosystem.
Two mixed-methods studies, guided by the frameworks of the theory of possible selves, theory of self-efficacy for research, and social cognitive career theory, revealed four important program mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations, particularly for individuals from underrepresented minority groups in STEM. Findings suggest that the program fostered student capacity building within a safe, inclusive, and positive setting where students experienced what it feels like to be an active participant in the world of research. Within this context, critical mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations included: (1) experiential education through interdisciplinary research experiences, (2) student independence and ownership balanced with expert researcher guidance and support, (3) formal and informal mentoring networks where students were mentored and where they mentored others, and (4) the establishment of an intentional learning community that advanced leadership, research skill building, perseverance, and reflection.
Results from this research cannot be generalized beyond the context of the Lake Champlain REU, however, findings are in alignment with the body of literature that highlights the positive effects of REUs on STEM majors' research skills, confidence and self-efficacy for research, and STEM career aspirations. Using mixed methods to identify and understand the within-program mechanisms that support student gains is a valuable new research approach for this field. Recognizing programmatic mechanisms across REU programs can lead to expansion, replication, and application of these models beyond one institution, resulting in more positive gains for more undergraduate STEM researchers.
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Newhart, Daniel W. "“Smart” Mixed Methods: The Interaction of Philosophy and Research Design in Higher Education Inquiry." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306863023.
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Sheriff, Ray E. "Introducing Research Methods and Skills in a Workshop Environment." Higher Education Academy Engineering Subject Centre, 2007. http://hdl.handle.net/10454/3557.
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Yes<br>`Research Seminar Series¿ is a 10-credit,
Level M module offered to MSc/MEng students undertaking programmes in the areas of Electrical and Electronic Engineering at the University of Bradford. The module¿s aims are twofold: i) to disseminate stateoftheart
information that could form the basis for
future research programmes¿ and ii) to introduce the stages involved in the preparation and presentation of a research paper.<br>Higher Education Academy
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Adusei-Owusu, James. "Research projects." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003624.
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RESEARCH PROJECTS: 1 RESEARCH PROJECT ONE: A literature review: Constructivism: An alternate approach to teaching and learning. Abstract The constructivist perspectives on learning have helped enhance science educators' understanding of how students make sense of their lived experiences. Constructivism purports to be a transformation of the traditional curriculum. As such this article starts with a brief overview of behaviorism: the scientific approach to education. The main tenets underlying constructivism, how constructivism guides educators to change their classroom practice, and the implications to science teaching have been reviewed. 2 RESEARCH PROJECT TWO (Empirical study): Being Constructive: College students' learning of work and heat as aspects of the energy concept based a constructivist approach. Abstract This study is an extension of a literature review on constructivism as an alternate teaching and learning approach discussed in research project one. It is an empirical study concerning the use of a learning module based on a constructivist approach to develop pre-service student teachers' understanding of work and heat as aspects of the energy concept. The data consisted mainly of transcripts of students' interviews, written responses to questionnaires designed in the form of a worksheet, and comments from non-participant observers and students. The results seem to suggest that a carefully designed learning module based on a constructivist teaching and learning approach may be a valuable tool in developing pre-service student teachers' understanding of work and heat. 3 RESEARCH PROJECT THREE (Empirical study): A College in transition: A case study of the readiness of a college in the Eastern Cape province to implement Outcomes-Based Education in an Education Development centre. Abstract Curriculum 2005 premised on Outcomes-Based Education is the new curriculum framework for South Africa. It signifies a paradigm shift in education from the traditional 'telling-listening' relationship between the teacher and the learner to one that emphasises leamer-centred approach to the teaching process. Teachers, though recognized as crucial to the educational transformation process in the country have also being identified as ill-equipped to meet the challenges posed by Outcomes-Based Education. This study starts with a brief overview of the South African curriculum and the main tenets underlying Outcomes-Based Education. The institutional conditions and whether the lecturers at a college in the Eastern Cape province perceive the need for a change in their classroom practice were also investigated. Bearing in mind the need for further research to validate the findings of this study, positive indicators that emerged from the study suggest the readiness of the college to implement Outcomes-Based Education at the proposed Education Development Centre.
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Jong, Cindy. "Linking Teacher Learning to Pupil Learning: A Longitudinal Investigation of How Experiences Shape Teaching Practices in Mathematics." Thesis, Boston College, 2009. http://hdl.handle.net/2345/616.
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Thesis advisor: Lillie R. Albert<br>Mathematics education is constantly at the forefront of public and academic debates during this era of increased accountability. Questions concerning teacher preparation and teaching practices that connect to pupil learning are central to these discussions. However, very few studies have examined relationships among these factors and most are confined to a short time period; thus, this dissertation studies such relationships over a two-year period. Informed by a sociocultural perspective, this study examines how preservice elementary teachers' past K-12 schooling and teacher education experiences influences their attitudes and perceptions about mathematics education over time. It also explores how teaching practices are shaped by these experiences, and are ultimately linked to pupil learning. A mixed-method design of survey and qualitative case-study research methods was employed to collect and analyze data over a two-year period. During the first year of this study, pre- and post-surveys using Likert-scale items were administered to all preservice teachers (n=75) enrolled in an elementary mathematics methods course. For a two-year period, the experiences of two participants were explored through longitudinal interviews, observations, and an examination of artifacts (i.e., teacher lesson plans, assessments, and pupil work) to develop in-depth case studies. Findings indicate that prior schooling experiences influenced teachers' initial attitudes and perceptions about mathematics. Nevertheless, over a short period, positive changes in teachers' attitudes and confidence to teach mathematics suggest that experiences in the mathematics methods course were conducive to building on teachers' prior knowledge. Survey and case-study findings also indicate that preservice teachers planned to teach mathematics with a reformed approach, which emphasizes a conceptual understanding of mathematic. However, it was challenging for case-study participants to implement a reformed approach as first-year teachers, especially if they had limited teaching models to reinforce this method. Findings also suggest that school context, classroom management, and mathematical content knowledge all influence teaching practices and pupil learning opportunities. Implications for teacher education, school reform, and future research are discussed<br>Thesis (PhD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Bowen, Margaret Wendy. "The research process : theories and methods in an ethnographic study of infant schools." Thesis, University of York, 1990. http://etheses.whiterose.ac.uk/4252/.
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Knapke, Jacqueline M. "Improving Physician Research Training at the University of Cincinnati: A Mixed Methods Phenomenological Evaluation." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301047.
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Isaacs, Sarah Elizabeth. "The Pop-Up Project: Participatory Action Research Exploring the Pop-Up Museum Concept." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483536528677311.
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Brist, Todd L. "Not just a rite of passage| An action research project on bullying prevention." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686634.
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<p> Using action research design and methodology, the goal of this project was to reduce and prevent bullying at a rural middle school in South Dakota through the implementation of the Olweus Bullying Prevention Program (OBPP). This project was rooted in replication of Dr. Dan Olweus' seminal work on bullying prevention, the Olweus Bullying Prevention Program. N = 521 students participated in the project. The OBPP Implementation Flowchart and OBPP Scope and Sequence guided implementation. Despite a high degree of fidelity of implementation on the OBPP Readiness Assessment, OBPP Classroom Implementation Checklist, and OBPP First Year Checklist, the results on the Olweus Bullying Questionnaire (OBQ) were mixed with some key indicators showing an increase in bullying behaviors. However, the results are limited due to the OBPP's propensity to bring about increased recognition and reporting of bullying behaviors in the first year as a result of skills and strategies learned through class meetings. Additional time and study are recommended in order to draw definitive conclusions regarding the overall effectiveness of the OBPP. Other recommendations for further study include: improved fidelity of implementation and the addition of a prosocial skills/character education component to support the tenets of the OBPP.</p>
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Barnatt, Joan. "Finding the Questions: A Longitudinal Mixed Methods Study of Pre-Service Practitioner Inquiry." Thesis, Boston College, 2009. http://hdl.handle.net/2345/721.
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Thesis advisor: Marilyn Cochran-Smith<br>Teacher quality is a central concern of the profession. College-based teacher education, the core of teacher preparation in the United States, has increasingly included some form of practitioner inquiry in the pre-service program to encourage teacher candidates to be reflective, adaptive teachers who systematically and intentionally examine practice to improve pupil outcomes and continue their own professional development. While it is assumed that pre-service practitioner inquiry has a positive influence on pupils' learning, there is still little empirical evidence to support this assertion. Most empirical data on pre-service practitioner inquiry is confined to a short time period and does not examine what happens to pre-service candidates when they enter their own classrooms. Additionally, this research is generally conducted using interpretive qualitative methods. Thus, this dissertation uses a longitudinal mixed methods approach to examine what happens when teacher candidates engage in practitioner research in a pre-service program focused on inquiry with the goal of improving pupil learning. A modified sequential explanatory mixed methods design was employed as the best means of addressing this complex question. The study included data from three sources in a teacher preparation program focused on practitioner inquiry. The first analysis took a broad view of the quality and range of teacher candidates' research papers through the analysis of rubric scores for 92 teacher candidate inquiry papers in two cohorts (spring, 2006 and spring, 2007). Looking at the quality and nature of these projects, content analysis on a sample of twelve papers taken from the range of these scores was conducted. Finally, in-depth case studies of two participants were developed using data accumulated during the one-year pre-service program and through the first two years in the classroom. Findings in the quantitative analysis indicated that the rubric was reliable in differentiating among papers, but that there were fewer outstanding inquiries than expected, which were not explained by analysis of the scores. Content analysis of a sample of these papers indicated that differences were in how questions were formed; candidates' ability to interpret and use data recursively; whether and how candidates connected their learning to pupil learning; and if candidates connected their inquiry to issues of social justice in meaningful ways. The case studies showed that several factors influenced whether and how candidates moved toward the development of inquiry as stance. These factors included candidates' view of inquiry; teacher capacity; demands of curriculum planning and development; understandings of learning to teach for social justice; as well as school support and context. Overall, the three analyses in this dissertation indicated that requiring teacher candidates to engage in pre-service practitioner inquiry did not guarantee that they would understand inquiry as intended, develop an inquiry stance, or continue to inquire into practice in their own classrooms. These findings suggest implications for research, practice, and policy, which are discussed<br>Thesis (PhD) — Boston College, 2009<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Mosley, Dracaena. "A Mixed Methods Evaluation of New Teacher Support Systems at an Urban Elementary." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/154.
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An urban elementary school in the northeast was lacking formal methods to evaluate its
support systems for teachers. This formative evaluation of the school's support systems for new teachers and staff was conducted using a mixed methods design to address the problem. The purpose of this evaluation was to determine the indicators of progress or need of improvement of effectively supporting teachers through mentoring, professional development, and collaboration. The theoretical framework for the study was Kirkpatrick's 4 levels of evaluation: reaction, learning, behavior, and results. The evaluation was also guided by questions about the extent, perceived effectiveness, strengths, and weaknesses of the support systems. Data were collected using surveys from 33 teacher participants and interviews with 10 teacher participants. Qualitative data analysis involved emergent coding for themes and sub-themes. Inconsistent support emerged as a support weakness and a comforting school community emerged as a support strength. Frequencies and ratios of survey items were calculated and reported. Key findings were that 60% of the participants perceived the support systems to be adequate and 79% perceived the mentor and new teacher meetings to be effective. However, 36% of respondents reported that all support systems needed some improvements. A full report including recommendations was prepared for the stakeholders at the school and district levels. Implications for positive social change include higher retention and enhanced performance of beginning teachers, which may help to improve learning outcomes for students.
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Taylor, Howard Eugene. "Teacher Research and Reflective Narrative Analysis: Methods of Learning About and From Implementing Global Education: Volume I." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972134005.
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Crede, Erin Dawne. "Organization and Retention in Research Groups in Graduate Engineering Departments." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77986.
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The purpose of this research project was to better understand the experiences of graduate students in internationally diverse research groups, and how these research groups and international diversity contributes to a student's intent to complete his or her graduate degree. This exploratory mixed methods research was conducted in three phases: (1) an ethnographic study of selected research groups in two engineering graduate departments, (2) development of a survey for students in graduate engineering students, and (3) administering the survey to graduate engineering students in research groups to verify the findings.
In order to address the project aims, three smaller studies were initiated that address individual elements of graduate education, including: learning in research groups and international diversity, and retention in graduate engineering programs. The focus of the first study was to understand how and under what conditions research groups foster successful learning and professional development for graduate engineering students, and how these findings can be used to inform management of engineering research groups to optimize student learning, productivity, and intent to complete the degree. Key findings from the ethnographic analysis indicate that group size directly influences the mechanisms of student learning, as well as several elements common across research groups from different universities and academic departments, including: power distance and communication, access to resources, and role of the advisor.
During the (second) integration phase of this mixed methods study, the nine months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including: the role of international diversity, research group organization and climate, student self efficacy, and individual and group learning experiences. Final retention themes from the ethnographic analysis are presented along with a discussion of how these data were configured into instrument questions. A discussion of the final instrument is presented, including validity and reliability analysis, and how the final questions were integrated into themes to test hypotheses for future studies. This chapter also presents implications for mixed methods researchers interested in using qualitative methods to create new instruments.
In the third and final stage of the research study, the survey developed in the second phase of the research study was administered to four universities across the United States. Data analysis focused on better understanding the differences in retention constructs by student nationality. Results from more than 600 engineering PhD students from 6 international regions enrolled in U.S. engineering graduate programs were examined to characterize demographic differences in participant responses for intention to complete the degree. Six constructs were found to be significant in predicting students' responses regarding their intention to complete their degree, including: expectations, climate, organization, project ownership, perception of value, and individual preferences. Taken together these constructs were able to explain 28 percent of the variation in student responses. Additionally, all six constructs showed significant differences with respect to a respondent's country or region or origin. These results are discussed in light of the implications for faculty members advising similarly diverse groups of students.
In combination, these three studies represent a sequential exploratory mixed methods approach in which ethnographically guided observations and interviews were integrated into a quantitative instrument. Results of this study can be used to inform the organization and management of internationally diverse research groups to foster student development and ultimately increase retention.<br>Ph. D.
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Campbell, Drey. "Testing faith| A mixed methods study investigating the relationship between prayer and test anxiety amongst college students." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123795.
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<p> Test anxiety is problem that affects college students. Explanatory mixed methods research was completed with the objective of understanding the interrelationship of prayer and test anxiety as well as the potential therapeutic effects of Christian prayer on test anxiety. It was hypothesized that Christian prayer would have significant effects on the reduction of physiological test anxiety biomarkers of salivary cortisol (SC), salivary alpha amylase (SAA), and heart rate (HR). The framework of the cognitive attentional theory (CAT) of test anxiety was used as a lens to gain insight into the phenomena of test anxiety and the use of prayer as a hypothesized alleviating agent. Undergraduates among four different majors of study from a university in the Northwest United States were volunteer participants in the study. Forty-eight participants were put into three 20-minute experimental groups to determine if a relationship existed between concentrated Christian prayer and test anxiety. The experimental groups were: Focused Christian Prayer, Guided Meditation, and Study Guide. In order to further understand the relationship of prayer and test anxiety, students were also grouped and analyzed by their scores on the Westside Test Anxiety Scale (WTAS) and their value of prayer in their lives. The mean age of the sample was 20.02 yrs old. SC and SAA were measured with Assay kits ordered from Salimetrics Company, and HR was measured using Gurin Santamedical SM-110 finger pulse oximeters. Two focus groups were conducted to help explain the quantitative data gathered. Results from the quantitative research did not clearly show that prayer is more effective than meditation or a study guide to alleviate biomarkers of test anxiety. Quantitative results did suggest that students who valued prayer higher in their lives experienced less biomarkers of test anxiety. Nine qualitative themes from the two focus groups emerged to help shed light on the findings of the quantitative data. The unique interrelationship of prayer and test anxiety is discussed. More studies on the phenomena of prayer and test anxiety are supported.</p>
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Pratley, Sharyn. "Students' perceptions of the influence of the sport education model on their sport thinking and actions : research project report." Thesis, University of Canterbury. School of Sciences and Physical Education, 2006. http://hdl.handle.net/10092/2932.
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A well established curriculum model which some claim has a socio-cultural component is
the Sport Education model (Siedentop, Mand and Taggart, 1986). Others suggest that this
model, with development, could be an appropriate vehicle for socio-critical learning
outcomes that have lifelong meaning and value (Penney, Clarke and Kinchin, 2002,
Taggart, 2004).
An interest in developing an understanding of the relationship between the philosophical
underpinnings of a Physical Education curriculum and teaching methods used to facilitate
socio-critical learning outcomes is the motivation behind this research project. Through
interviewing two secondary school students, their perceptions of the influence of Sport
Education on their sport thinking and actions were explored to ascertain if, soci-cultural
and socio-critical learning may indeed be realistic outcomes of the Sport Education
model.
The research provided evidence that students gave a lot of thought to specific incidents
within the Sport Education unit and acted on these thoughts within the unit. Elements of
critical thinking and critical action are evident in the research. Students also reported
thinking about their sport involvement both from a participation point of view and also
about the nature of their involvement, for example helping others, in out of school
contexts. Both expressed intentions of actions they may take in sport out of school due to
the influence of Sport Education. The two students' perceptions of the influence of the
Sport Education model on their sport thinking and sport action has shown that
educational outcomes of a socio-cultural nature can be achieved through the model.
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Reichow, Insa. "Students’ Affective-Motivational Research Dispositions." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22673.
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In dieser Dissertation wurden drei zentrale Ziele mit einem Mixed-Methods-Ansatz verfolgt.
Ein erstes Ziel war es, ein umfassendes Modell affektiv-motivationaler Forschungsdispositionen für Studierende der Sozialwissenschaften zu entwerfen, da sich existierende Konzeptionen von Forschungskompetenz ausschließlich auf kognitive Leistungsdispositionen konzentrieren. Mithilfe von Experteninterviews und einem Expertenrating wurden neun affektiv-motivationale Forschungsdispositionen identifiziert, die notwendig sind, um die Anforderungen eines sozialwissenschaftlichen Forschungsprozesses zu meistern.
Ein zweites Ziel lag in der Entwicklung und Validierung von Testinstrumenten zur Erfassung der identifizierten affektiv-motivationalen Forschungsdispositionen. Basierend auf den Standards der psychologischen Testkonstruktion konnten Selbsteinschätzungsskalen für alle neun affektiv-motivationalen Forschungsdispositionen erarbeitet und Validierungsnachweise erbracht werden.
Diese Arbeiten bildeten die Grundlage für das Erreichen des dritten Ziels: Es sollte getestet werden, inwieweit die Teilnahme am Forschenden Lernen zu einer Entwicklung kognitiver und affektiv-motivationaler Forschungsdispositionen führt. Das Forschende Lernen ist ein didaktisches Format, bei dem Studierende eigenständig einen Forschungszyklus durchlaufen, um eine Forschungsfrage zu beantworten. Bis dato lagen zwar theoretische Postulate zur Wirksamkeit Forschenden Lernens in den Sozialwissenschaften vor, aber kaum empirische Befunde. Im Rahmen einer Prä-Post-Studie (N=952) in Veranstaltungen des Forschenden Lernens zeigte sich, dass Studierende sowohl positive als auch negative Entwicklungen verschiedener Forschungsdispositionen aufweisen. Als zentral erwies sich die Rolle der begleitenden Lehrperson.<br>This dissertation addressed three central goals using a mixed-methods approach:
The first goal was to develop a comprehensive model of affective-motivational research dispositions for students of the social sciences since existing models of research competence concentrate on cognitive dispositions. With the help of expert interviews and an expert rating, nine affective-motivational research dispositions were identified.
The second goal was the development and validation of test instruments to assess the identified affective-motivational research dispositions. Based on the standards of psychological test construction, self-assessment scales were developed for all nine affective-motivational research dispositions and evidence for their validity was generated.
These previous steps formed the basis for addressing the third goal: To test whether research-based learning is a suitable format to foster different cognitive and affective-motivational research dispositions in the social sciences. Research-based learning is a didactic format in which students complete a full research cycle to answer a research question. So far, there are many theoretical claims on the effectiveness of research-based learning in the social sciences but a lack of empirical evidence. In a pre-post study (N=952) in research-based learning courses, it was shown that students benefit from a favourable development of some of the research dispositions, whereas other dispositions decreased. The role of the facilitating instructor proved to be central.
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Schwartz, Anita. "A National Mixed Methods Research Study: Defining Reasonable Accommodations in Higher Education for Adult Students with Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2945.
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The purpose of this study was to examine the perceptions that differ among university personnel and students with disabilities regarding the vagueness in the legal definition of the term reasonable accommodations. The theoretical framework that guided this study was the social model of disability. Using a sequential mixed-method design, the first strand surveyed 98 students and 93 personnel; then 10% of each group participated in an interview or focus group. The main research questions explored the different accommodations offered by university personnel versus those that were used by students and the different perceptions of the term reasonable accommodations in accordance with ADA law. A chi-square test was used to analyze yes/no survey data and a t test was used for the Likert scale question. In the first strand there were statistically significant findings in distribution and perception of 35 specific accommodations, including advocacy and counseling. Both focus group and interview data were analyzed and themes emerged, such as specific accommodations. An important finding from the qualitative strand was that more than half the students thought they were not receiving reasonable accommodations while the majority of university personnel thought they provided reasonable accommodations. The key result was the lack of a clear consensus between students with disabilities and university personnel in definitions of reasonable accommodations. Disseminating the results of this research study can create positive social change in the legislative and academic arenas by creating a better understanding of the impact of the current standard of reasonable accommodations. One recommendation is the creation of federal and state level commissions to administer, manage, and maintain policies for colleges.
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Martinez, Sylvia Ann. "A survey research of reading methods used by New Mexico middle school teachers." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/329.
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Ferry, James Paul. "A mixed-methods investigation of heterogeneously grouped inclusion students at southeast high school." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/442.
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Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived the grouping. Archival data (N = 42) on student instructional grouping, passing rates, EOCT scores, and graduation rates were analyzed using 3 t tests. Data were also collected via interviews with 13 participants, including current and former teachers and several former students to determine the perceptions of those involved with the change. Findings from the quantitative analysis showed a significant difference in EOCT scores, demonstrating an improvement for the heterogeneous inclusion students, but not on course passing or graduation rates. The qualitative data were open coded and thematically analyzed and 6 themes emerged on how the heterogeneously-grouped classes benefitted inclusion students. Based on these findings, a 3 day professional development program for teachers was developed to assist local faculty in the construction of project-based and differentiated learning environments. This study contributes to social change by affecting the academic placement and academic success of inclusion students. Inclusion students' increased test scores could lead to increased passing rates, which could result in increased graduation rates.
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Jordanov, Dejan. "Up-lift in Vaggeryd : Qualitative Analysis of Entrepreneurial Education in Vaggeryd." Thesis, Jönköping University, JIBS, EMM (Entrepreneurship, Marketing, Management), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-991.
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<p>PROBLEM DISCUSSION: Vaggeryd is a small municipality Småland. In addition to its</p><p>strategic position along the main traffic route E4, Vaggeryd is very interesting also because</p><p>of its advanced view on growing of the business sector, in both short and long-term per-</p><p>spective.</p><p>To meet that goal the municipality of Vaggeryd started to invest in “Egenföretagareutbildningen”</p><p>EFU in cooperation with Jönköping International Business School (JIBS). The</p><p>main idea is that students attend the courses that are held by JIBS and during their studies start their own business in a local business incubator called Fenix.</p><p>PURPOSE: To host such education requires a huge amount of energy and resources from</p><p>the municipality, which consequently would like to get answers to questions like “Is it worth investing in the education?” or “What are the results of such education?”</p><p>The aim of this paper is to give the answers to those crucial questions though I believe that</p><p>the time that has passed from the beginning of the education is too short and that the</p><p>number of the students was not large enough to get definitive answers.</p><p>This paper concentrates on a narrow part of the qualitative research methods – an inter-</p><p>view. It is divided into two parts, a theoretical part and the empirical findings.</p><p>FINDINGS: The research showed that six students out of a total of ten from generation 2005 started a new venture, three will take over a family business, and one has not decided</p><p>to start a business yet. Of six students in generation 2003 four have started a business and one of them finished in bankruptcy, one plans to start a business in the future and one does not have a good business idea.</p><p>RECOMMENDATIONS: Answers that the interviews returned gave interesting sugges-</p><p>tions to both the municipality of Vaggeryd and JIBS about how to improve EFU. I would</p><p>emphasise two, I believe, the most important recommendations. First municipality has to</p><p>attract neighbouring municipalities in the EFU project. In addition, a greater effort should be made to help students build a spider’s web of business contacts.</p>
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Fisher, Christopher M. "Assessing sexual health information & resource provision in Indiana youth-serving community-based organizations utilizing community-based participatory research methods." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378347.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2009.<br>Title from PDF t.p. (viewed on Jul 8, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6149. Adviser: Michael Reece.
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Nordstrom, Karen Lynn. "Pedagogical Praxis Models in Sustainability Education: A Focus on Food Systems and Environment." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/390.
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As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with the aim to inform educators on how best to prepare students to address complex sustainability issues.
I used three cases of University of Vermont courses and programs to explore theoretical and practical factors related to sustainability education and food systems, as follows: 1) a comparative analysis of Education for Sustainability (EfS) together with Sustainable Agriculture and Food Systems Education, 2) an integration of High Impact Educational Practices (HIEP) with the field of agroecology education, and 3) an in-depth program analysis that examined the role of HIEP in engaged learning alongside the EfS framework.
I drew from two action research (AR) traditions that determine particular research methodologies for applied social research settings. The first is a systems approach to organizational learning, and the second is teacher research for curricular and program development. I also engaged in utilization-focused evaluation (UFE) with program stakeholders. Research methods included applied social and mixed methods associated with program evaluation. Three main research implications include: a) Agroecology education in experiential, immersion environments can serve as a primary vehicle for sustainability education; b) sequencing of food systems and sustainability curricula can lead to transformative learning; and c) AR and UFE can serve as tools for program development alongside sustainability education frameworks.
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葛贇. "The effects of teaching methods on undergraduates' academic performance : a case of Macao Tertiary Education Research Data System." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2098319.
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Tash, Gina G. "A phenomenological study of assessment methods in the inquiry -based science classroom: How do educators decide?" ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/667.
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The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators as they select and develop assessments for inquiry learning. The participants in this study were 16 fifth through eighth grade science teachers who participate in the Alabama Math, Science, and Technology Initiative (AMSTI) in northwest Alabama. A phenomenological research method was chosen in order to describe the experiences of AMSTI science teachers as they select and develop assessments for inquiry learning. Data were collected through interviews and focus group discussions. The data analysis used a modified Stevick-Colaizzi-Keen framework. The results showed AMSTI science teachers use a variety of assessment resources and methods, feel pressures to meet Adequate Yearly Progress (AYP), and implement varying degrees of change in their assessment process due to No Child Left Behind (NCLB). Contributing a positive social change, this study's findings supplied science teachers with descriptions of successful inquiry classrooms and creative assessments that correspond to inquiry-based learning methods.
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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.
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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investigates multimedia enhanced pedagogical teaching methods for delivering laboratory instruction to students. The purpose of this study was to improve pedagogical laboratory based learning. First, this study implemented a multimedia enhanced pedagogical laboratory based instructional method. Second, this study evaluated the impact of multimedia enhanced instructional method on student learning outcomes to assess improvement in pedagogical laboratory based learning. To evaluate the impact of multimedia enhanced instructional method on student learning outcomes, a student population was subjected to 1) traditional laboratory lecture and 2) video lecture. This study used two different assessment techniques to evaluate the instructional methods 1) surveys and 2) quizzes. The use of these different assessment techniques achieved two purposes. First, the surveys allowed the study to receive students’ evaluation on the lecture in order to compare the two types of instructional methods. Second, the quizzes allowed measuring the students’ understanding of the demonstrations in order to evaluate the impact of multimedia enhanced instructional method on pedagogical laboratory based learning. Survey results revealed that based on overall evaluations, students prefer traditional lectures in comparison to video lectures in terms of level of interest and engagement. Furthermore, quiz results revealed that multimedia enhanced instructional methods do not have an impact on pedagogical laboratory based learning.
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Royce, William. "An Evaluation of the Habits of Mind Character Education Program." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/71.
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This program evaluation, which used the context-input-process-product program evaluation model (Stufflebeam, 2003, 2010), was implemented within a suburban elementary school. The problem addressed through the evaluation was that the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), which was implemented as the character education program at the study site in the 2008-2009 academic year, had not been evaluated. By conducting the study, the researcher evaluated the program to determine its effectiveness in promoting academic achievement and appropriate school behaviors. By conducting the evaluation, the researcher identified 4 findings suggesting that the (a) need exists to ensure the fidelity with which the intervention is implemented, (b) academic performance of students in Grades 3 and 4 improved while the intervention was ongoing, (c) behavioral performance of students in kindergarten through Grade 3 improved during program implementation, and (d) viability of sustaining and implementing a character development program with integrity will require the concerted effort of all staff members. Recommendations for educational practice are to (a) continue implementing the Habits of Mind program (Costa & Kallick, 2000a, 2000b, 2009b), (b) include members of the support team and parents in a training event during the present school year, and (c) provide ongoing training to teachers as well as recognition of related practices noted through supervisory observations. It is further recommended that the school principal identify a viable approach for assisting members of the school leadership team in the development of skills for recognizing and managing the conflict presently occurring among teachers. It is also recommended that members of the leadership team address the stated concerns of teachers in their questionnaire responses. Two recommendations for future research were identified. First, it is recommended that additional research on Habits of Mind at nearby elementary schools be conducted to determine the integral processes through which the program is implemented within other settings. Second, it is recommended that the level of student understanding involving the 16 components of Habits of Mind be identified and then the findings be used to guide future program development.
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Glover, Eric S. "The Myth of Accountability: What Don't We Know?" Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1610487001.
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Leading, teaching, and learning for a new age -- One individual's evolution -- Toward wisdom -- Limiting knowledge limits future -- A different patriotism -- Now is not real -- Seek wisdom: lead inquiry -- Constructing self, constructing organization -- Choosing to learn.<br>https://dc.etsu.edu/etsu_books/1045/thumbnail.jpg
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Patterson, Rudolph Albert. "Using hot air balloons to boost middle school students' understanding of the mole concept." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1376.
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Theodosiou, Zipiti Galatia. "Ethnic minority students in secondary education in Cyprus : their attainment and risk profile." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/ethnic-minority-students-in-secondary-education-in-cyprus--their-attainment-and-risk-profile(6c511113-bf68-4965-b0fb-66333b8cc655).html.
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The attainment of ethnic minority students in their host countries has been occupying a significant part of the international literature for many years. However, results suggest that no generalisations can be made on whether an ethnic minority group underachieves in a particular country and the reasons behind their attainment levels, unless that specific group has been investigated in the country in question. Cyprus joined the EU in 2004 and since then the demographic composition in the island changed dramatically; a change reflected in schools. The literature on ethnic minority group attainment in secondary schools in Cyprus is virtually non-existent and, as such, in this PhD programme the aim was to examine the attainment of ethnic minorities compared to native students and the reasons behind the observed patterns. In order to answer the research questions a series of studies were carried out. Initially, two quantitative studies were conducted. These studies used trimester grades as a proxy of attainment and Rasch analysis to turn these ordinal student grades into a linear scale. Descriptive statistics and multiple regression analyses were then run to check for trends and significant associations. Two qualitative studies then followed. Firstly, a focus group study was conducted utilising the help of six young female teachers, all teaching classics to create a homogeneous group. Then followed an interview study utilising semi-structured interviews on sixteen teachers. For both studies a thematic analysis was undertaken on the transcribed discussions. Another quantitative study then followed which employed an enhanced methodology to the first two studies and richer data. The final study was a mixed methods study and concentrated on school absences. Results demonstrate the reality in lower secondary schools in Cyprus for the first time. The minority group Georgians, the first time that this group is met in the literature, and a combination of other smaller groups put together in a group called ‘Others’, are shown to achieve significantly lower than natives. Ethnic background, gender, generation status, absences, the socio-economic status of the family and the character of the local educational system were shown to be related to student attainment. The widely held belief that ethnic minority students do even worse in those subjects that are more language-dependent is disproven; rather it is the content of the subject that is felt to be more influential on attainment. Also, the recently emerging consensus that unexcused absences are more strongly associated with attainment than excused absences is not upheld in this study; a more detailed classification of unexcused absences might be responsible for this. Finally, it is interesting to note the differential influence of different absence variables on different school subjects. Findings highlight the need for change and improvement in the educational practice in Cyprus and add to both the local and international literature. The specific factors identified can form the basis on which to base suggestions for improvements and further research.
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Murray, Ellen Reynolds. "Best Practices for Controlling Tuberculosis - Training in Correctional Facilities: A Mixed Methods Evaluation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2615.
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According to the literature, identifying and treating tuberculosis (TB) in correctional facilities have been problematic for the inmates and also for the communities into which inmates are released. The importance of training those who can identify this disease early into incarceration is vital to halt the transmission. Although some training has been done by public health authorities for corrections, there is little to no evaluation of such training. The aim of this mixed methods retrospective study was to evaluate the effectiveness of a training to control TB in correctional facilities. The Southeastern National Tuberculosis Center (SNTC) conducted 12 trainings between 2010 and 2014 with custody, medical, and public health staff working in correctional facilities, as well as with TB program staff from health departments. A total of 442 participants quantitatively and qualitatively evaluated the trainings. Gagne-Briggs and tripod models comprised the theoretical framework of the study. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed thematically. Analysis showed that the usefulness of the training was considered very good to excellent in each of the trainings. Also, many participants stated that they were going to educate others as well, in order to improve the management of TB in their facilities. The results of this study revealed that using systematic training can contribute to promote a more coordinated release of TB-infected inmates into the community, and therefore improve the quality of life of this population group, resulting in the promotion of social change.
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Bergman, Christine. "Becoming Undisciplined: Interdisciplinary Issues and Methods in Dance Studies Dissertations from 2007-2009." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/178527.
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Dance<br>Ph.D.<br>The purpose of this study is to begin to articulate the theoretical identity of the field of dance studies as an academic discipline and to produce a feminist intervention into the phenomena of disembodied scholarship, while asking questions about disciplinarity and interdisciplinarity within dance studies historically and today. My primary research questions are: What are dance studies research methods? And, which research methods, if any, are inherent to dance as an academic discipline? In order to answer these seemingly direct and simple questions, I also question the assumption that we know what dance studies research methods are. In Chapter 1 I first introduce and qualify myself as a dance artist and scholar, connecting my own experiences to my research; I narrate my research questions in detail and describe the significance, limitations, and scope of this project. In Chapters 2 and 3 I provide a history of the disciplinary and interdisciplinary origins of dance studies in higher education and situate that history within contemporary conversations in dance studies on disciplinarity and interdisciplinarity. In Chapter 4 I offer an analysis of the National Dance Education Organization's (NDEO) Research Priorities for Dance Education: A Report to the Nation and The Dance Education Literature and Research descriptive index (DELRdi), an online searchable database that aims to document all literature and research in dance education (not dance studies) from 1926 to the present, as it relates to issues and methods in my own research. In Chapter 5 I identify and describe current research methods found in all dance studies dissertations granted from the 4 doctoral programs in Dance in the United States over a three-year period. This chapter begins to articulate the current theoretical identity of the field. I examine and report on current trends in dance studies research methods and draw comparisons across dance studies doctoral programs, setting the foundation for future discussion of dance studies research methods. In Chapter 6 I summarize the project and make suggestions for the future. A feminist lens is used throughout as a way of providing a feminist intervention into the phenomena of disembodied scholarship by asking questions about research methods (particularly the use of critical theory as a method for research and writing about dance) and if or how particular research methods lead to the production of embodied or disembodied scholarship.<br>Temple University--Theses
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Resnick, Edward. "Practitioner Research in Schools: Revealing the Efficacy Agency Cycle." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/16.
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Years of high stakes testing and managerial directives to improve student test scores created a trend of teachers’ declining sense of efficacy and agency. Researchers have yet to examine the perceptions of teachers following requirements to improve student engagement and school climate in an effort to improve academic performance following the authorization of local and national educational accountability reforms. The purpose of this study is to examine how teachers perceive their efficacy and agency in response to the addition of nonacademic measures and the requirement of documented input from teachers and other stakeholders into educational policy planning procedures. Veteran K-12 teachers’ responses to survey and interview questions were coded, analyzed, and organized into themes to generate an educational theory. Grounded Theory Methodologies (GTM), Culturally Responsive Methodologies (CRM) and Critical Pedagogy (CP) informed data collection methods and theoretical foundations for this study. The creation of a safe dialogical space between the practitioner researcher and participants developed a relationship for both to engage as co-researchers. Teachers discovered renewed senses of efficacy and agency while acknowledging their leadership potential in schools and the community. This study and further practitioner research with teachers in schools will inform pre-service education training programs and confirm teachers’ role as critical intellectuals in American society.
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Kvarnström, Josefin. "Consistency and heritability of personality in red junglefowl (Gallus gallus) : Applying scientific research methods when teaching biology." Thesis, Linköpings universitet, Biologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94246.
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Observations of consistency in behavioural responses in animals suggest that animals have personality, a term previously mainly used when describing humans. The expression of differences in personality, similar to expression of variation in behaviour, is in principle dependent on genetic background, environmental factors and experiences. Therefore, by estimating heritability one can determine to which extent the genes affect the phenotypic expression of behaviour. This has rarely been done for variation in animal personality. The aim of the present study was therefore to estimate the consistency and heritability of personality traits in red junglefowl chicks (Gallus gallus). Consistency of behaviours within individuals (n=100) was determined from their responses to repeated novel arena tests, novel object tests and tonic immobility tests. A comparison between the offspring and the parent generation, both with known personalities, through a linear regression enabled me to estimate heritability of behavioural responses in these birds. The results showed a consistency in exploratory, boldness, risk-taking behaviour, and fearfulness in red junglefowl. Additionally, heritability estimates for exploratory, risk-taking and foraging behaviours were found. Taken together, this shows that in the red junglefowl, similar to in other species, personality have both a heritable and an environmental component. An important aim in biology education is the scientific approach, where hypothesis, experimentation, processing results and discussing the results are in focus. Learning and gaining knowledge through the process is a key factor, and will hopefully increase the interest in science among Swedish pupils.
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Saunders, Catherine L. "An investigation into primary school teachers' views of educational research and the effectiveness of dissemination programmes using various methods of presentation." Thesis, Swansea University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292769.
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Bell-Robinson, Vicka D. "EXPLORING THE RELATIONSHIP BETWEEN SELF-EFFICACY AND DISSENT AMONG COLLEGE STUDENT ORGANIZATIONAL MEMBERS: A MIXED-METHODS STUDY." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1459983976.
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Tlala, Benedict Mpapa. "Investigating grade 10 learners' achievements in photosynthesis using conceptual chance model." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/785.
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Thesis (M.ED.) --University of Limpopo, 2011<br>A deep level approach to learning leads to quality learning outcomes. Teachers should use appropriate teaching strategies to encourage learners to use deep level approaches to learning. The Conceptual Change Model (CCM) approach is one such strategy for the teaching of science concepts. Deep level approaches are a necessity when dealing with a difficult science concept like photosynthesis. The purpose of this study was to investigate Grade 10 learners’ achievements in photosynthesis using the CCM approach in order to minimize misconceptions and develop a broader and deeper understanding of the photosynthesis process in the high school context in a semi-rural South African school. The learners’
attitudes towards the CCM approach in the teaching of Life Sciences were explored. This
study aimed to answer the following main question: what are the achievements of Grade 10
learners’ in photosynthesis as core knowledge? The CCM approach included worksheets based on all five steps of the CCM process: commit to an outcome, expose beliefs, confront beliefs, accommodate the concept and extend the
concept. The sample consisted of 78 Grade 10 learners. The research was carried out with a
quasi-experimental/control group design and lasted for six weeks. The achievement test and questionnaires were used as instruments to collect data. The analyses of results show that experimental and control group’s pre-test academic achievement scores were similar and there was no significant difference between them (p < 0.05), but when the academic
achievement of the post-test results of the EG and CG were analyzed, it was clear that there is a significant difference. The results from post-tests suggest that learners from the EG, taught using the CCM approach, show significantly greater achievements in photosynthesis than
learners from the CG. In addition, learners from EG show a positive attitude towards Life Sciences after CCM teaching approach, but not from the CG taught using traditional approach. These findings have implications for a science teacher and recommendations are
made to improve the teaching of photosynthesis as core knowledge.
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Headley, Marcia Gail. "What is Symbolic Mathematics Language Literacy? A Multilevel Mixed Methods Study of Adolescents in a Middle School." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470045155.
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Fiske, Elliot. "Polycommit: Building Better Habits Through Gamification." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1929.
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Computer-assisted learning is older than Turing machines, and constantly evolves as technology improves. While some teachers are resistant to using technology in the classroom, “e-learning” techniques are becoming more common in almost every school, from K-12 to universities. As technology becomes more widespread, it becomes crucial to examine the various methodologies of computer-assisted learning and find the techniques that are most effective.
This paper explores the effectiveness of one such methodology, spaced repetition. This technique applies to homework assignments available to students online. We include an exploration of several existing apps that use this technique, and introduce our own novel app, Polycommit. Polycommit was developed for use with several Cal Poly classes and was deployed during the first half of the Spring 2017 quarter. With careful attention to user feedback, we created a tool that motivated students to form better study habits. While our results do not show statistically significant improvement to student grades, this tool gives insight into how modern technology and gamification can be leveraged to create an engaging app that encourages positive study habits, and gives us a platform to develop future applications concerning gamification.
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Allen, Kimberly, Sarah Kirby, Taylor McDonald, and Bria Sledge. "B.E. Safe." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/2.
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Methodology:
The Behavioral and Environmental Safety Program (B.E. Safe) for Early Childhood Professionals is being developed in response to Federal Safety regulations for childcare procedures and addresses social and emotional safety concerns. The curriculum includes Family Life Education content areas focusing on diversity, inclusion, social and emotional health, bullying prevention, supporting children with special needs, building relationships with parents, and understanding children’s behavior.
Discussion of existing research:
Research states that high quality childcare and education benefits all children (DHSS, 2015). Best practices indicate that Early Childhood Professionals need high quality training to be equipped to understand child development, strategies for working with families, and having the resources for supports when including children with disabilities in early childcare programs (DHSS, 2015). Not only should Early Childhood Professionals be equipped with the tools and resources to understand children’s behavior, educators need to demonstrate competency in state regulations, environmental safety for children, and playground safety (Sheridan, Edwards, Marvin & Knoche, 2009). B.E. Safe allows Early Childhood Professionals to engage in a research-based training that will help to ensure safety within their center.
Connection to Theory:
Behavior theories of child development incorporate environmental influences on behavior (Shute & Slee, 2015). A child’s early learning environment and the adults influence of children affects emotional, social, and physical development. B.E. Safe relates to Vygotsky’s Sociocultural Theory (1978) suggesting that children learn actively through hands on experiences. The Sociocultural Theory suggest that parents, caregivers, and a child’s environment from a young age is largely responsible for higher order functions (Shute & Slee, 2015). Proficiency in Adverse Childhood Experiences (ACEs) will allow participants to grasp how traumatic events can affect a child’s developmental process. Educating early childcare professionals on ACEs will allow for adults to be aware of what to look for, and how to keep children protected from adverse experiences (Sacks, Murphey & Moore, 2014).
How will the study add to knowledge/innovative practice?
Family Scientists will gain knowledge on best practices for providing Family Life Education to Early Childhood Professionals. Specifically, participants will gain knowledge on promoting inclusion, understanding behavior issues, developmental delays, and how to keep children safe from potential environmental hazards.
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Tunningley, Joan M. "Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182.
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Goldblatt, Noah. "Examining The Impact Of Undergraduate Study Abroad On Early Career Outcomes: A Mixed Methods Approach." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1024.
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This study examines impact of study abroad on early career outcomes at a professionally-focused northeastern private college. A mixed-methods sequential research design provides a thorough inquiry into the influence of study abroad on early career outcomes at this institution. In the first, quantitative phase of the study, The National Organization of College and Employer’s (NACE) First-Destination Survey data is analyzed to assess whether a study abroad experience has an impact on career outcomes. The quantitative results compare career outcomes for 2014, 2015, and 2016 graduates who have studied abroad (n = 523) and those who did not study abroad (n = 661). The quantitative survey contains 1184 participants and represents a response rate of approximately 90% of the total graduates at the college. The second qualitative phase examines the quantitative results in order to help explain and provide insights into the outcomes. A theoretical lens of appreciative inquiry is applied as a framework for interpreting the results and informs the qualitative line of questioning.
In this project, studying abroad did not prove to significantly impact early career outcomes. Based on the NACE First Destination Survey, the higher education industry standard for capturing career placement information, graduates from this college got no quantifiable positive early career impact from studying abroad. In fact, some trends in the data even show an early negative effect from having studied abroad especially for female graduates. Further trends in the results contradict assumptions about study abroad that are held by students and international educators. However, meaningful impacts of studying abroad on graduate’s vocational clarity along with personal and professional development are revealed in the qualitative phase of the study that simply cannot be captured in the NACE survey.
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Alasmari, Ibrahim. "Improving teaching and learning in Higher Education through the use of e-learning : mixed methods research in one of the southern universities in Saudi Arabia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374157/.
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Garver-Daniels, Tessa Marie. "An Action Research Study of a Secondary Art Classroom in Appalachia Utilizing Flipped Classroom Hybridization Methods." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627049030752619.
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Moore, Patricia Marie. "Fresh Fruits and Vegetables in a Rural Elementary School: A Mixed-Methods Program Evaluation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2744.
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The Fresh Fruits and Vegetables Program is a federally funded program intended to increase public school students' fruit and vegetable consumption. The purpose of this mixed-method study was to evaluate the implementation of this program at a rural southwestern Title 1 elementary school to determine teacher perceptions of the program and whether the program met federal goals. Social ecological model and social cognitive theory grounded the investigation. The mixed method design included semi-structured interviews with 11 teachers accompanied by an anonymous web-based open response questionnaire and document reviews. Descriptive statistics were reported for Likert scale survey items and invoice documents to determine amount and variety of fruits and vegetables dispersed during the program. Interview data were open coded and analyzed for emergent themes. Teachers reported that the program initially provided a variety of produce, appropriate portions, and curriculum resources, which made the program a success. However, participants also noted that in the second and third years of implementation, their support for the program diminished due to declining quality, variety, and amounts of fruits and vegetables that negatively affected the achievement of program goals. Archival invoices supported these findings with decreased numbers of fruits and vegetables ordered in subsequent years. The findings were incorporated into an evaluation report for the local site. Implications for positive social change include providing the local administration with research-based findings on teachers' perceptions of the program, goal outcomes, and recommendations related to implementation at the local site.
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Kalumba, Evaristo. "Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003453.
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The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
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Wisdom, Sonya L. "How a Science Methods Course May Influence the Curriculum Decisions of Preservice Teachers in The Bahamas." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279591543.
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