<p> Time can be examined from several viewpoints in the early childhood classroom: wasted wait time; instruction which is undifferentiated or not on the child's cognitive level, missing the child's target learning needs; the source and control of the classroom schedule; children's perceptions of time; and the current trend to maintain a rigid time schedule because of accountability demands. This study investigated Head Start preschool programs in a large midwestern urban area using an analysis of teacher beliefs and the classroom schedule. The instruments used to measure predictor variables were the Teacher Beliefs Scale (TBS) and Evaluation of the Early Childhood Classroom Schedule (EECCS); and the outcome variables were measured by observation with the Classroom Assessment Scoring System &ndash; PreK (CLASS) and the Individualized Classroom Assessment Scoring System (InCLASS). Thirty four teachers and 89 children participated. Correlation and hierarchical multiple regression were computed to assess the strength of the relationships between the predictor and criterion variables. Research question 1 asked how teacher's learner-centered use of time in the early childhood classroom, (EECCS), was related to Head Start classroom interactions and child engagement, (CLASS and inCLASS). Results indicated that EECCS was not a statistically significant predictor of CLASS scores or inCLASS scores. Research question 2 asked how teacher beliefs, (TBS), were related to Head Start classroom teacher-child interactions (CLASS), and Head Start classroom teacher-child, peer-peer, and child-material interactions, (inCLASS). No statistically significant results were found. Research question 3 asked how the early childhood classroom schedule moderated the relationship between developmentally appropriate teacher beliefs and Head Start Classroom interactions. No statistically significant results were found. Supplementary analyses were performed with activity settings and yielded several significant findings. Statistically significant changes were found for all instruments from fall to spring. Teacher beliefs and the classroom schedule were statistically significantly correlated. This study will also add to the body of literature a connection between teacher child interactions (CLASS) and child engagement with teachers, peers and tasks (inCLASS).</p>

<p> Children with Autism Spectrum Disorders (ASD) commonly show deficits in social and communication skills, as well as in interpreting metaphorical meaning of language. These deficits often make reading comprehension more difficult for students with ASD. Past research has primarily focused on decoding rather than on comprehension skill interventions; only recently has there been an upswing in research to support reading comprehension skill deficits. The purpose of this study was to examine instructional strategies that are used for students with ASD, specifically students who exhibit Hyperlexia&mdash;a significant discrepancy in reading identified by high decoding skills and low comprehension abilities. Using the Special Educational Elementary Longitudinal Study database (SEELS), this study was able to analyze information on over 1,000 students with ASD. The study found that students with ASD are included in the language arts general education classroom 39.5% of the time, have goals that are working toward reading on grade level, and use instructional strategies such as peer tutoring, questioning strategies, classroom discussions and participation in presentations and projects on a regular basis. Looking further at this population, the study examined the relationship between reading comprehension and decoding skills according to their inclusion on the Simple View of Reading framework. Sixty-four students were identified as having Hyperlexia in the first wave of data collection gathered during the 2000-2001 school year, referred to as wave one. There were 92 students in wave three, gathered 3 years later during the 2003-2004 school year that were identified as having Hyperlexia. Through regression models and ANOVAs, the study concluded that three of the four instructional strategies (peer tutoring, presenting to the class, and questioning strategies) were not significant predictors of academic growth for students with ASD and with Hyperlexia. Only one instructional strategy (participation in class discussions) was found to have a significant impact on reading growth. This study does bring to light that there are large numbers of students with ASD who would benefit from more research on ways to teach reading comprehension.</p>

<p>Public education practitioners are currently experiencing difficult and trying times in Illinois. Schools are asked to meet high standards established by political forces and to accomplish these tasks with less money. Schools located in affluent school districts are capable of meeting these standards while schools from poorer districts are falling behind. This study was conceived to find out why Blair High School, which has more than 50% of its student body living in poverty, is capable of meeting high standards. </p><p> The results of this study yielded four main themes: 1) Students attributed their success to teachers that cared about them. 2) Students were motivated by a desire to have a better future than their parents. 3) Focusing on student learning rather than state test scores contribute to the success of the school. 4) The school environment contributes to student success. </p><p> The implications for schools located in high poverty school districts are clear. Students living in poverty need caring relationships with their teachers as well as positive human interaction. In addition, students living in poverty may be the most motivated students in the building by their desire to have a better future and not live in poverty any more. Therefore, schools should provide people, places and programs that deliver an education that helps them succeed. This can be accomplished by implementing strategies found in Invitational Theory. Also, schools would be wise to implement tutoring and mentoring programs in order to provide strong foundational skills for students living in poverty, as this develops confidence in the student and confidence leads to success. </p>

<p> This qualitative multi-case study explored the perceptions and beliefs of teachers of students in Grade 9 and 10, at a high school in south-central New Jersey, who taught traditional classroom courses that incorporated technology, regarding their lived experiences delivering homebound instruction for the same curriculum. Technology used in the classroom was compared to the use or lack of use of technology in the homebound setting. Similarities and differences were identified in instructional design, as well as teacher perceptions of efficiency and effectiveness for the student. The study revealed a disparity between the classroom instruction using technology and the homebound instructional setting. Five specific insights for leadership emerged from this study. The insights include (a) providing technology for the homebound instructor; (b) increase parental involvement in homebound instruction; (c) increase the amount of time for homebound instruction; (d) educate instructors in instructional technologies; and (e) to provide the homebound student with time management and organizational skills. These insights are helpful for recommending steps organizational leaders can take to increase the effectiveness of homebound instruction.</p>

<p> Workplace training design has evolved from a task-based systems framework managed by the designer, to a collaborative process of problem-solving that includes stakeholders across the enterprise. Collaborative design models address persistent problems, such as cost efficiency, requirements that change late in development, and aggressive timetables, but perceptions of training effectiveness continue to be pessimistic. Given the substantial role of employees in making training effective, by transferring what they learn to their day-to-day responsibilities, this study proposed an emergent design model in which designers collaborate with employees as partners in solving training design problems. Previous efforts to include employees in training design have faltered, because of time and resource requirements which limit participation or greatly expand timelines. This study investigated the potential of broad employee participation, through the widely-used medium of organizational surveys, in which employees are invited to suggest ways to improve their work environment. The study applied a three-phase, mixed methods approach, to investigate whether survey text responses contain viable input into training design, and to explore the nature of that input in terms of major themes about workplace training, and detailed input reflecting employees' experience of online training. Nearly 90,000 text responses were accepted into the study, from industries that include pharmaceuticals, retail, manufacturing, telecommunications and financial services. Analysis exposed the inherent conflict between the designer's focus on training delivery, and the employees' focus on transferring what they learn to their jobs; and a widespread organizational conflict between leadership compensation tied to short-term financial metrics, and long-term strategies that drive infrastructure programs such as workplace training. Responses across all industry sectors in the study reported limited management support for training, which is nonetheless essential to employees' job performance. Responses described online training that makes only minimal use of the basic functions of computer technology. The study validates earlier research questioning workplace training effectiveness, with evidence suggesting that training programs are constrained by organizational challenges that cannot be solved by designers alone. The study suggests that organizations can involve their employees in addressing the conflicts that limit training effectiveness, through design partnership using survey responses.</p>

<p> This qualitative multi-case study examined the instructional design and development processes utilized by instructional designers and designers by assignment in higher education that created mobile learning for iTunes U delivery. Current research into the instructional design practices for mobile learning delivery leaves a gap in the literature. This study aimed to identify the instructional design and development processes specific to mobile learning delivery within iTunes U. Ten participants from higher education were purposively selected for participation in the study. Each of the 10 participants met the selection criteria; participants designed or served on a design team that created an iTunes U course for a higher education audience. Five of the participants were instructional designers and the other five were instructional designers by assignment. Data was collected from three sources including the participants' iTunes U courses, sample model designs or processes, and in-depth participant interviews. The study identifies instructional strategies, instructional design processes, advantages, and constraints of instructional design and development for mobile learning through iTunes U delivery. Included in the findings is a design and development model for instructional design of mobile learning through iTunes U.</p>

<p> As online courses become more established, there has been a clear impetus to build interactivity, personalization, and real-time feedback into courses. Faculty and course designers have cast envious eyes at video and online games that engage and enthrall players for hours and some are experimenting with gamification&mdash;a blanket term that covers all manner of attempts to build student intrinsic motivation into online courses. In this study I analyze four cases of gamified online courses at accredited institutions of higher education. I've looked at game elements the course builders are including and whether this might be a means of progress toward educational and societal goals. My conclusion is that there is potential significantly to increase student engagement in the concept of gamifying online courses. I outline areas for future study by suggesting frameworks within which gamification might be further analyzed and assessed.</p>

<p> Employers highly value college graduates who have strong teamwork and interpersonal skills. In studies focused on employer priorities for college learning sponsored by the Association of American Colleges and Universities in 2008, 2010, and 2013, employers have stated that colleges should do more to prepare graduates to work effectively in a team-based work environment. Equally important is the empirical research which has demonstrated that cooperative learning has the ability to significantly enhance student learning. These benefits include higher academic achievement, better longterm retention of what is learned, enhanced ability to transfer learning from one situation to another and a more positive attitude toward the academic subject being studied. Lastly, the study of teamwork is important to the study of leadership, without a team of followers there is no leadership. Many college and university faculty have students work in cooperative groups and assign team projects in their courses. Unfortunately, most faculty do not realize that the development of effective teamwork knowledge, skills, and abilities takes time, education and training. Students need to be taught how to work cooperatively in teams; these skills do not naturally develop on their own. </p><p> The purpose of this descriptive study was to investigate the differences between what the research literature identifies as cooperative learning and teamwork instructional &ldquo;best practices&rdquo; and what postsecondary faculty in a variety of academic disciplines actually do when employing groups or teams in their courses. An additional research objective was to gain a better understanding of the factors that contribute to any differences discovered. In order to take a first step toward answering these questions a web-based survey of full-time faculty, both liberal arts and professional, employed at ten different Maryland colleges and universities was conducted.</p><p> An analysis of the data collected revealed that a preponderance of the faculty assigned cooperative work and team assignments for student centered reasons; they want their students to learn teamwork skills and course content. Yet the majority of the faculty implement very few of the cooperative learning and teamwork instructional &ldquo;best practices&rdquo; discussed in the academic literature. In other words, students were assigned to course teams with little forethought, preparation, or guidance from faculty and many of the assignments utilized were not properly designed for student group/team learning. The research suggests a majority of faculty harbor misconceptions about how students learn teamwork skills and do not realize that their own knowledge of cooperative learning and teamwork as well as of the best instructional practices was very limited. Lastly, the research uncovered several statistically significant relationships among the use of cooperative groups, team projects and instructional &ldquo;best practices&rdquo; and with faculty teamwork self-efficacy, collectivism values, motivation, attitude and to a lesser degree with faculty teamwork KSAs and demographics.</p><p> By gaining a better understanding of faculty confidence and competence to teach and coach effective cooperative learning and teamwork within their classrooms, colleges and universities will be able to develop meaningful instructional aids, mentoring programs and professional development opportunities which support faculty in the effective facilitation of meaningful group exercises and team projects in their courses. In so doing, the college student&rsquo;s attitude toward future team opportunities will be more positive and the likelihood increased that effective teamwork skills will be developed and more likely transferred to future professional situations.</p>

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<p>The purpose of this qualitative hermeneutic phenomenological study was to explore lived experiences of 8 North Carolina secondary teachers who received professional development and implemented concept-based instruction (CBI). Guided by adult learning theories including andragogy, transformational learning, and constructivist theory, interview questions addressed adults as self-directed learners who integrate learning as needed in daily situations, adults who reflect on personal perspectives to overcome misconceptions and institutional change as a result of a shift in beliefs, and adults who gain knowledge by making sense of new learning through individual experiences. The study reveals (a) teachers&rsquo; perceptions of the adequacy of professional development, (b) teachers&rsquo; self-assessments of progress in implementing CBI, (c) teachers&rsquo; perceptions of consistency in implementation across classrooms, and (d) supports and barriers that influenced the implementation of CBI. Study participants recognized CBI as the basis for the organization and structure of the units and lessons used to promote student engagement and understanding around concepts. The study findings indicate the degree of implementation of CBI depends on individual understanding and the level of priority to use CBI recognized by school leadership. Recommendations directed toward educational leaders encourage the organization of a comprehensive professional development design to include administrative support of teacher implementation of new instructional strategies. </p>