Given that (a) student-centered active learning experiences can inspire deeper learning than traditional lectures; (b) high school Advanced Placement (AP) Art History curriculum requirements have changed significantly in the past, creating more room for teacher flexibility; and (c) there is no documentation of how teachers are utilizing student-centered active learning in response to the curriculum changes, this dissertation examined how AP Art History teachers interested in student-centered active learning reacted to the major College Board curriculum changes in the past. In addition, this dissertation examined how these teachers have adapted to the AP Art History curriculum changes, including a required set of 250 images spanning 10 Global Content areas, and how they describe incorporating student-centered active learning experiences through their selection of content and teaching methods and approaches in their AP Art History classes. The rewards and challenges these teachers find in adopting these approaches are explored. In addition, the experiences that helped AP Art History teachers learn how to incorporate student-centered active learning experiences within their teaching are covered. Through the use of a qualitative research approach consisting of a survey and in-depth interview process to collect data and analyze the findings, this dissertation answered these research questions and offers suggestions for educational implications and potential additional future studies.

This mixed methods study investigated 5th-grade teachers' reported use of computer technology and variables that have been identified by researchers as affecting teachers' use of technology, including professional development activities, physical access to computer technology, and technical and instructional support provided for teachers. Quantitative data were collected from 80 5th-grade teachers from a Florida public school district through an online survey in which teachers reported how frequently they used and had their students use computer technology for 27 different purposes. The teachers also reported the amount of emphasis those 27 different topics received during their technology-related professional development experiences, the number of hours they participated in technology-related professional development, the number of months they participating in a technology coaching/mentoring program, the access their students had to computers in the classroom and in a one-to-one co mputing environment, and the frequency that they received technical and instructional support. Information from the school district's technology plan provided a context for the study. Qualitative data were collected through interviews with seven of the survey participants. The findings indicated that for 18 different purposes of technology, there was a significant correlation between how frequently teachers used and had their students use technology and the teacher-reported emphasis those topics received during technology related professional development. Self-reported frequency of support, student-to-computer ratio in the classroom, hours of professional development, and months of mentoring did not moderate the relationship between frequency of technology use and the content of professional development. / The relationship between having students use technology to work cooperatively or collaboratively and the reported emphasis that topic received in professional development strengthened if teachers reported that their students had access to a one-to-one computing environment. An additional finding was that the teachers' reported frequency of use of technology and reported emphasis of content of technology-related professional development leaned toward direct instruction and test preparation and leaned less toward innovative uses of technology. Implications and suggestions for future research are offered for technology integration and professional development for teachers at the elementary school level. / by Debbie Beaudry. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.