<p> In a school district, teachers and administrators found that students lacked the academic technology immersion necessary to ensure their technological preparation for the 21st century. Professional development was offered to prepare teachers to integrate 21st century technology into their instruction; however, teachers were not fully implementing technology. Administrators and stakeholders have indicated concern. The purpose of this study was to explore whether professional development was effective in increasing teachers' capacity to integrate student-directed technology into instruction. The study, guided by Prensky's transformation and Siemen's connectiveness theories, indicated that technology immersion was necessary within schools. The overarching research questions explored the extent to which technology-based professional development experiences have most directly affected the integration of technology into the classroom. The research design was a qualitative explorative study comparing archival teacher learning logs of 15 teachers from 5 high schools with 2 questionnaires. The narrative findings from the learning logs were cross-checked through triangulation with the percentage data from a Likert-type scale and questionnaire to determine accuracy and reliability. Data indicated that professional development increased technology integration in a moderate way, whereas comprehensive integration will better prepare students for the future. The purpose of the white paper report was to encourage stakeholders to collaboratively discuss the needs of teachers and review strategies to meet the 21st century technology skills of students. Implications for social change are that high school stakeholders who read this white paper may be prompted to discuss options to equip students to use 21st century skills to address personal, local, and world issues.</p>

There is no abstract available for this dissertation.

The problem set forth in this study was to investigate the attitudes of the students, their parents, faculty and administration towards various functions of the guidance department at Rossville High School in Rossville, Indiana.A survey of 25 questions was constructed and distributed to the students, their parents, faculty and administration in grades 7 through 12 at the school Eighty-four percent of these surveys were returned.On 16 of the 25 questions the groups agreed the counselor should be doing that particular task mentioned. On the other 9 questions the group had an overall "no opinion" response. Eight of the items were indicated as "needing extra attention" at Rossville.The survey was administered to a small rural school population and the results should be reviewed with this in mind.

<p> The number of college students choosing to major in science, technology, engineering, and math (STEM) in the United States affects the size and quality of the American workforce (Winters, 2009). The number of graduates in these academic fields has been on the decline in the United States since the 1960s, which, according to Lips and McNeil (2009), has resulted in a diminished ability of the United States to compete in science and engineering on the world stage. The purpose of this research was to learn why students chose a STEM major and determine what decision criteria influenced this decision. According to Ajzen's (1991) theory of planned behavior (TPB), the key components of decision-making can be quantified and used as predictors of behavior. In this study the STEM majors' decision criteria were compared between different institution types (two-year, public four-year, and private four-year), and between demographic groups (age and sex). Career, grade, intrinsic, self-efficacy, and self-determination were reported as motivational factors by a majority of science majors participating in this study. Few students reported being influenced by friends and family when deciding to major in science. Science students overwhelmingly attributed the desire to solve meaningful problems as central to their decision to major in science. A majority of students surveyed credited a teacher for influencing their desire to pursue science as a college major. This new information about the motivational construct of the studied group of science majors can be applied to the previously stated problem of not enough STEM majors in the American higher education system to provide workers required to fill the demand of a globally STEM-competitive United States (National Academy of Sciences, National Academy of Engineering, &amp; Institute of Medicine, 2010)</p>

No description available.

No description available.

Thesis (M.Ed.)--Murdoch University, 2008. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (leaves 114-119).

Thesis (Ed.D.)--Teachers College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: William P. Anderson. Dissertation Committee: Charles N. Morris. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1975. / Typescript; issued also on microfilm. Sponsor: Gary Griffin. Dissertation Committee: Phil Lange. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Includes tables. Sponsor: David B. Austin. Dissertation Committee: Arno A. Bellack, Harry L. Brown, Jr. Includes bibliographical references (leaves 192-196).