<p> This qualitative multisite, multiple case study examined teacher tutor experiences and the supports and challenges they encountered while they supported and guided students with the essential skills needed to pass the end-of-the-year standardized test. Four elementary teacher tutors from three northern Georgia school systems participated in the study. The teacher tutors were chosen by using recommendations from the system&rsquo;s Title I leader or the individual school principal or the after-school program coordinator. Once the four participants were chosen, a timeline of interviews and observations was established. Vygotsky&rsquo;s zone of proximal development (ZPD) formed the foundation of the conceptual framework for this study. This centered on determining the appropriate level of instruction for cognitive development in order to assist students to move beyond what they process themselves with guidance from a more capable person. Three interviews and six observations were completed for each of the four participants. Field notes were taken during observations and lesson plans were collected. Information obtained through interviews with the participants revealed three overall themes: teaching experience commonalities, a place for standardized testing, and a need for after-school tutoring programs. Findings suggested that all four of the participants felt supported as they implemented their after-school tutoring sessions with the goal of making each one of their students more successful learners in all aspects of their lives, not solely for the end-of-the-year standardized test.</p><p>

<p> Research on professional values in radiologic technologists&rsquo; is practically nonexistent. Though learning professional values is important, professional values have not been identified and articulated by the radiologic technology profession. The purpose of this study was to determine radiologic technologists&rsquo; perception of professional values and determine if radiologic technologists feel it is important to articulate professional values. No original research study evaluating the perception of professional values of practicing radiologic technologists was identified. The purposeful, convenience sample of 716 American Society of Radiologic Technologists (ASRT) members represented a cross sectional view of radiologic technologists. The Radiologic Technologists&rsquo; Perceptions of Professional Values Scale (RTPPVS), adapted from the Professionalism in Physical Therapy Core Values Self-Assessment developed by the American Physical Therapy Association, was used to collect quantitative data regarding the importance of professional values from a radiologic technologists&rsquo; perspective. Results indicate that professional values are important to radiologic technologists.</p><p> The RTPPVS revealed that radiologic technologists perceive the seven professional values, accountability, altruism, compassion/caring, excellence, integrity, professional duty, social responsibility, as important. Overall, altruism indicators were chosen as the most important professional value and social responsibility was chosen as the least important professional value. A sample of American Society of Radiologic Technologists members perceive it is important for the profession to explicitly articulate professional values. </p><p> This research did not demonstrate a statistically significant difference among the demographic characteristics. There were no differences in perceived importance of professional values based on gender, age, state of residency, education level, years of experience, or job title. Implications for practice indicate a need for the profession to adopt and articulate professional values. </p><p>

<p> Abstract Despite favorable job-growth predictions for many engineering occupations(NSB, 2010), researchers and government agencies have described a crisis in education in the United States. Several simultaneous events have conspired to sound this alarm. First, when compared to other countries, the United States is losing ground in educational rankings, and research and development output and expenditures (NSB, 2014). Second, within the disciplines of science, technology, engineering, and math (STEM) the ranks of engineering education have been identified as one of the most unwelcoming, inequitable, and homogeneous (Johri &amp; Olds, 2014). Third, engineering educators at the university level has historically been select individuals from the dominant culture considered to be content experts in their fields, but having little or no background in educational theory (Froyd &amp; Lohmann, 2014). Researchers and government agencies have recently claimed the changing demographics and need for more engineers in the United States signal a need for revolutionary changes in the way engineers are prepared and the need for a more welcoming and collaborative environment in engineering education (Jamieson &amp; Lohmann, 2012; NSF, 2014). Understanding how to improve the culture of engineering education is an important and necessary ingredient for addressing national concerns with engineering and innovation. </p><p> My study seeks to explore the manifestation of the culture of engineering education in the experiences of five long-time engineering professors, who enrolled as part of a STEM PhD cohort, in a School of Education at a large research university in the northeastern United States. The overarching problem I will address is the persistent culture of engineering education that, despite decades of rhetoric about reform aimed at increasing the number of those historically underrepresented in engineering, continues to promote a hegemonic culture and has failed to take the necessary systemic steps to become more welcoming and more effective for all learners. This research involves the story, and the history, of an engineering education culture quick to identify the haves and the have-nots and dismissive of those individuals &ldquo;not cut out&rdquo; to become engineers. </p><p> My study is driven by the following research questions: (1) What are engineering educators&rsquo; perceptions of teaching and learning? (2) In what ways, if any, have participant experiences with constructivism and social constructivism influenced espoused beliefs, perceptions, and enactments of teaching? (3) What may be potential strategies for shifting the culture of veteran engineering educators toward reflective teaching practices and equitable access to engineering education?</p><p>

<p> The purpose of this study was to examine online community college student completion and the effectiveness of student learning in online courses, which was measured through the anticipated final online course grade using the Community of Inquiry (CoI) theoretical framework. The researcher collected completion rate data for both online and face-to-face courses from the 10-day roster to the end of the semester. Surveys consisting of questions from the CoI survey, demographic questions, and the student&rsquo;s anticipated final course grade were administered by the Illinois Easter Community College (IECC) district to online students near the end of spring semester. The first research question examined the difference in completion rates for online and face-to-face courses. There was a statistically significant difference with students less likely to complete an online course in comparison to a face-to-face course. Three research questions assessed the relationship between the three components of CoI and a student&rsquo;s anticipated final course grade. There was no statistically significant correlation between social presence and the student&rsquo;s anticipated final online course grade. Cognitive presence and teaching presence both had a positive statistically significant relationship with the student&rsquo;s anticipated final course grade. The final three research questions that guided this study used multiple regression to examine a predictive relationship between the social, cognitive, and teaching presence and a student&rsquo;s anticipated final course grade. Cognitive presence was the only component of the CoI model that had a statistically significant predictive value on the student&rsquo;s final course grade. Based on the findings from this study, the IECC district and other community colleges should focus more attention on completion efforts on online courses compared to face-to-face courses and develop and teach online courses that enhance the cognitive presence and teaching presence in an online course.</p><p>

Effective community and service-based educational programs are needed for disconnected urban young adults not in high school, in contact with the criminal or juvenile justice system, or who are otherwise facing limited career and learning opportunities towards economic self-reliance (Keith, 1997). Some programs in community and service-based education designed for this population have difficulty retaining their participants and achieving other key educational objectives (Westort, 1997). Through qualitative and some quantitative research methods, including interviews with program organizers, directors and staff; participation-observation of operating programs; and document analysis of program attendance records, progress reports, mission and policy statements and program schedules, this research identifies elements of existing programs that are most effective at retaining students in community and service-based education. It considers program scheduling, length of program, characteristics and qualifications of staff, type of activity, program context, and other elements that influence participants' ability and willingness to complete a program. Inductive data analysis reveal evolving categories and themes drawn from the research (Bogdan, & Biklen, 1994). Data analysis and triangulation across data sources makes evident reoccurring patterns that point to a relationship between program design (e.g., organization, incentives, staff and organizers, service activity, mission and goals, target population, etc.) and factors that impact retention (e.g., attitudes affecting attendance, real and perceived fit between participant needs and program goals, social context, accommodation of special needs, etc.). Based on this data and consideration of my experience in a program in Springfield, Massachusetts, this dissertation develops a model program that holds greater potential for accomplishing retention objectives. This model is a conceptual and operational model developed within the framework of prospective evaluation (U.S. General Accounting Office, PEMD-10.1.10, 1990, pp. 5–10). This model represents a more inclined understanding of at-risk and court-involved populations, corrections education, and a programmatic approach to combine principles of corrections education with community and service-based education to have greater success with retention as well as educational program objectives. Specifically, it was found that retention depends on a number of varied and distinct relationships between the teachers' qualifications and characteristics and real and perceived needs of the students; program scheduling and activities and the interests of the participants; participants' perceived needs and their practical ability to persist; and the total fit between program design and the population that the program serves.

The purpose of the study was to investigate the effective implementation of instructional supervision practices in secondary schools of Hawassa City Administration in Ethiopia. The study focuses particularly on the practices and roles of supervisors in the implementation of instructional supervision, and the factors affecting its implementation in secondary schools. Basic questions related to the availability of instructional supervision strategies and their implementation, the roles of instructional leaders, perceptions of instructional supervision, and challenges for proper implementation of instructional supervision were raised. In addition, strategies for strengthening the effective implementation of instructional supervision were also addressed. The study was framed within the Theory of Change in Teachers’ viewpoints on instructional practices. In fact, there is a strong link with the instructional leadership strategies and the role of supervisors for the effective implementation of instructional supervision practices. The Instructional Supervision Model was used as it integrates the activities of instructional supervision in the schools. Moreover, this study reviewed global perspectives on educational supervision and provided an overview of the study context with an emphasis on improvement of instructional supervision. Philosophically, this study followed the pragmatist research paradigm, employing mixed research approaches; it also employed an explanatory sequential design in which both quantitative and qualitative data were collected simultaneously, interpreted separately and combined at the time of discussion for better understanding of the problem. Data were gathered from 160 supervision teams (vice-principals, senior teachers, unit leaders and department heads), 185 teachers. In addition, 14 principals and supervisors took part in interviews. One focus group discussion was also conducted with the city educational experts. Data were gathered through survey questionnaires, semi-structured interviews, FGD question guides and document reviews. Quantitative data was analysed through the descriptive approaches such as percentage, mean, grand mean and inferential statistics, known as standard division and t-test. Qualitative data collected through interviews and FGDs was summarised through thematic and narrative techniques, and finally triangulated. The results indicated that the quantitative and qualitative data supported one another. It was found that school supervision in line with strategies was inadequate. In addition, school supervision corresponding to the expected standards was not effectively done. The extent to which instructional supervisors design various intervention strategies so as to assist teacher’s professional improvement was insufficient. Evidence showed that instructional supervisors’ role in building effective relationship in schools was weak. Supportive, directive, conflict management and monitoring and supervising roles in the implementation of instructional supervision were also found to be inadequate. The teachers did not have enough support from supervisors in order to improve their instructional skills, and there was a negative perception of teachers about the implementation of instructional supervision. On the other hand, effective implementation of instructional supervision was hampered by a lack of qualified instructional supervisors, management skills, professional manuals, cooperation, and motivation for work and a lack of training and funding. Inadequate facilities and assignment of small number of supervisors hindered proper implementation of instructional supervision. Moreover, lack of commitment on the part of teachers and school leaders, lack of effective stakeholder support, lack of respect among stakeholders, lack of participatory supervisory approach and lack of adequate guidance between instructional leaders hampered instructional supervision. Based on the findings, instructional leaders, teachers, supervisors, school instructional supervision team and school communities need to be well equipped with basic knowledge and skills on the implementation of school instructional supervision, through pre-service and in-service training, experience-sharing programmes, seminars, workshops and discussion forums about the different approaches of supervision in order to enhance the professional growth of teachers and improve their instructional practices. This could help in fostering critical thinking and the problem-solving capacity of the supervisors. Moreover, the instructional leaders in schools need to plan for continuous training and orientation on the nature, practice and significance of instructional supervision. Suggestions were made to solve the factors that hinder proper implementation of instructional supervision. / Educational Management and Leadership

This is a study of the recruitment of experience in an Adult Education Diploma. Through an analysis of the written curriculum, three aspects of recruiting experience are addressed: the different kinds of experience that are recruited on the course, the ways in which these kinds of experience are recruited, and the purpose of recruiting experience as evident in the assessment of the course.

No description available.

No description available.

This study investigated the effect of teaching parents/caregivers to read alphabet books using dialogic techniques, on preschool children's alphabet skills, phonological awareness, and oral language skills. The independent variable was a one hour scripted information session where parents/caregivers viewed a parent training video Read Together, Talk Together Parent Training Video (Pearson Early Learning, 2004) and learned how to use dialogic reading techniques which they then applied at home during an eight week intervention. Thirty-one parent/caregiver-child dyads were recruited from four East Tennessee preschools designated to serve high need populations. The study utilized a Pre-Post Test Control Group Design. Primary research questions for this study were: (1) Does dialogic reading using alphabet books, between parents and 4–5 year old preschool children have an effect on children's letter identification skills? (2) Does dialogic reading using alphabet books between parents and 4–5 year old preschool children have an effect on children's phonological awareness? (3) Does dialogic reading using alphabet books between parents and 4–5 year old preschool children have an effect on children's expressive language development? (4) Do parents/caregivers who participate in videotape training and implementation of dialogic reading with 4–5 year old children apply the strategies to focus on letters, letter sounds, or initial sounds when they read alphabet books? (5) To what degree are parents able to follow a schedule of reading books at least three times per week using dialogic reading strategies during the eight-week intervention? Results indicated that the intervention had a significant effect (U=63.5, p<.05) related to child skills only on the Picture Naming Fluency measure for expressive language. Other effects were not statistically significant. A significant difference between the treatment group and control group parents was found for asking dialogic questions about letters (U=13.00, P=.004) and general dialogic questions (U=7.5, P=.000) but not for dialogic questions about sounds. Most parents read to their children at least three times per week. Parents were highly satisfied with the initial training, the eight-week program, the materials provided, and the child outcomes.