The paradigm of design is changing. Designers now need to be equipped with the skills and knowledge that will enable them to participate in the global move towards a sustainable future. The tenets of Sustainable Development and Design: economy and environment are being dealt with extensively in both practice and theory. The social elements, unfortunately, have proven more difficult to define and implement. The challenges arise as social sustainability deals with softer and more complex issues as diverse and unquantifiable as ethics, values, cultural diversity, holistic perspectives, collective and personal responsibility. The competencies needed to address these wicked problems are based in the realm of Social Sustainability and require a shift in how designers are taught as students and will subsequently practice as professionals. This thesis proposes that by introducing various models of collaboration into design education the capacity for responsible design practice can be developed. Arguably, by capitalising on the process of collaboration a culture of individual and collective sharing can be encouraged leading to new knowledge and openness to multi-disciplinarity, holistic perspectives and diverse cultural backgrounds. Across a Delphi Study and four consecutive phases of Action Research, the competencies for social sustainability in design are identified and their emergence evaluated through practical collaborative projects in an educational setting. From the panel of twenty-one design experts the Delphi Study developed a construct for social sustainability in design, as well as an initial Framework of the key competencies. These two tools were then used to underpin the planning, implementation and subsequent analysis of the four Action Research phases. The pragmatic nature of Action Research allowed for continuous iteration and development, where data gathered through each phase informed the proceeding phase so as to fix on an approach that is both realisable and realistic. This thesis does not offer a panacea solution but rather a pathway towards achieving the necessary changes in design practice. The findings clearly show that building capacity for responsible design practice is not a simple or one size fits all approach, as each individual experience is different. The construct, framework of competencies (and their interconnections) along with the guidelines for effective collaboration, provide a starting point that can be built upon, evolve and progress as the debate around sustainability becomes more clearly defined. Over time these generic design skills can be honed and refined to meet previously unmet societal challenges.

<p> Because the field of educational development (also known as faculty development, academic development, and staff development) is relatively new, very little is known about the competencies required for those who work in the field. Additionally, there are no formal pathways or means of formal preparation for educational developers. This study utilized a mixed-methods research design to explore the competencies required for a leadership role in the field of educational development. </p><p> The first part of the study sought to identify these competencies by using the Delphi technique to survey experts in the field. The second part explored whether these competencies were currently represented through content analysis of job postings for educational development leaders. Twenty-two (22) experts from the field of educational development in the United States were selected using purposive sampling and snowball technique. Participants engaged in four rounds of questionnaires during the Delphi survey and generated 66 knowledge, skills, abilities and values required for an educational development leadership position. The expert panel did not agree that 7 of these items belonged on the competency list. An analysis of job postings for educational development leaders revealed an additional 8 competencies not identified in the Delphi study. </p><p> Analysis and further refinement of these competencies generated during the Delphi survey and content analysis of job postings resulted in 10 areas of knowledge, grouped into four categories: classroom or disciplinary-based knowledge, educational and instructional knowledge, organizational knowledge, and higher education system knowledge. Nineteen (19) skills or abilities were also identified and grouped into five categories: administrative duties, educational development services, enhancing organizational culture around teaching and learning, professional and scholarly development, and individual and soft skills. Eleven (11) values also emerged. </p><p> The research from this study indicates that there is indeed, a formal body of knowledge attributable to the field of educational development, as well as a distinct set of skills and abilities required for successful developers. Better understanding these will help further professionalize the field of educational development and create a formal pathway or means of preparation for those seeking to enter the field.</p>

<p> This work is a case study focused on the practices of a comprehensive college access program that serves students in south Los Angeles that has maintained a high school graduation rate of 100% and a college matriculation rate of 98% since 1997. This study sought to utilize the voice and experience of students of color to discern the factors that are most effective in helping urban students of color and in turn, inform the future work of the college access community. The study was driven by the following research questions: a) which practices of a south Los Angeles college access program most impact a student's ability to matriculate to college? and b) How can the epistemology of urban students inform the work of college access programs? Through observations, interviews, journal exercises and document review, this study ranked the practices in order of importance according to the participants, and identified that structure and accountability are essential to the success of this college access program. In addition, the study revealed that the students of this program succeed academically because the program, provides students with structure, access and guidance; because it immerses its students in a college-going culture; because it offers access to academic and cultural resources; because it sets high academic expectations; because it engages the family of origin and creates a family within the program; and because it enhances the self-concept of its students: college access programs see students as scholars. </p><p> Using funds of knowledge as a framework, this study also introduced the original term, "masked epistemologies" which refers to the shared experiences of college access students once they enter college. The concept of masked epistemologies refers to the experience of students who enter college via a college access program, who go on to feel like her ways of knowing, shaped by the unique experience of being a high achieving student participant of a college access program from an urban setting, are disregarded in the new, unknown terrain of college, and must be masked or concealed, only to be revealed in environments considered safe. The students' epistemologies go from being highly praised and admired, to being ignored to the point of invisibility. This study found that students of this college access program struggle with adapting to the social realm of college because they have not been exposed to class differences throughout their tenure in the program.</p>

<p> As discussed in past literature, high school students often lack motivation towards learning (Crow, 2007; Lumsden, 1995). This lack of motivation interferes with student learning (Lumsden,1995; Vansteenkiste, Simons, Lens, Soenens, &amp; Matos, 2005). At the middle school and collegiate level, Socratic Seminar is seen to provide motivation towards learning in students (Copeland, 2005; Mee, 2000; Strong, 1996); however, there is a need for research on student motivation as a result of Socratic Seminar at the high school level. </p><p> The purpose of this study is to identify the extent to which, if any, differences exist in student motivation towards learning among students receiving English instruction via Socratic Seminar versus traditional lecture at the high school level. It was hypothesized that Socratic Seminar provides a better opportunity for students to experience the IV pillars of motivation as described by John Keller (1987a)--attention, relevance, confidence, and satisfaction--than traditional lecture does. </p><p> A quantitative correlational design was implemented with a cross-sectional data collection administered post-implementation of traditional lecture 3 times and post-implementation of Socratic Seminar 3 times over an 8-week period with 139 11th grade English students at Lutheran High School of Orange County. The responses were viewed as a group through the application of chi-squares. Next, chi-squares were applied to analyze the group's results for each question from the modified CIS. Then, the results were analyzed via Cramer's V within the individual constructs of motivation as described by the CIS, which include: attention, relevance, confidence and satisfaction. </p><p> The results displayed Socratic Seminar as providing a more motivating experience towards learning in certain areas of motivation while lecture was seen to be more motivating for other areas of motivation. It was originally believed the application of Socratic Seminar would provide higher student motivation toward learning. From these results, it was learned that teachers must seek a balanced approach in their teaching by applying both Socratic Seminar and lecture. In a broader sense, the lesson learned is that different teaching strategies motivate students in different ways and a wide range of teaching strategies ought to be applied.</p>

<p> The United States currently lags behind globally in the areas of math and science. In order to compete and meet the skills necessary for the future workforce, it has become necessary to seek out instructional strategies that will increase student achievement in those academic areas. With the wide variety of diversity occurring in public schools today, there is a need to identify how to best meet and challenge our students academically in order to close the achievement gap between different genders, ethnicities, socioeconomic status (SES), and ability levels. </p><p> The purpose of this study was to determine the effects of accelerated mathematics instruction on the student achievement of heterogeneous groups of sixth graders as measured on standardized assessments. In addition, this study looked at individual effects on subpopulations including special education, gifted, ethnicities, genders, and low Socio- Economic Status (SES). </p><p> The research design methodology used was quasi experimental non-equivalent groups. The study took place in a suburban school district located in the Southwestern United States comprised of over 32,000 students. Control and experimental groups were compared utilizing quantitative data collected from the mathematics subsection on the Arizona Instrument to Measure Standards (AIMS). The study compared heterogeneously grouped sixth grade students at six schools using quantitative data collected for three years, from 2010-2012. The control group presented on-grade level mathematics curriculum to their sixth grade students. The experimental group accelerated the mathematics instruction of their students by one year or equivalent of seventh grade level. </p><p> The findings indicated there was a statistically significant difference between the control and experimental groups for the areas of SES, special education, gifted, gender and ethnicity. These data suggest that students taught a year ahead of their grade level, benefitted from this treatment rather than receiving the standard sixth grade mathematics instruction. </p><p> As a result of this study, teachers may be able to determine whether to include more students of varying ability in higher level mathematics courses rather than isolating advanced instruction to high ability students only. The study findings will also assist in identifying whether the acceleration method of instruction has any effect in order to be considered an option to the traditional method of remediation for low achieving students.</p>

<p> Since being introduced into classrooms in the late 1990s, online instruction has grown substantially both in student enrollment and the number of programs offered at state, district, and multi-district levels. Although having been applied liberally to all core subjects and many supplemental subjects, online instruction has yet to be utilized extensively in the musical arts. Courses in music performance present a unique set of technological and logistical challenges when adapted to an online setting. Nevertheless, private music teachers have utilized Internet resources extensively. Similar techniques applied to public school music programs, however, have yet to be explored thoroughly. Utilizing a combination of asynchronous instruction and synchronous instruction for teaching online music performance courses offers a potential for study and development. </p><p> The purpose of this study was to establish the feasibility of an online music performance course that included both asynchronous and synchronous instruction. An approach that utilized both a multimedia blog format and real-time video instruction was developed, implemented, and delivered to a limited group of trombone students as a pilot study. Nine students participated in online trombone lessons that focused primarily upon the development of performance fundamentals. The delivery of content was assessed to determine a feasible format for music performance instruction in an online setting. Although typical technological shortcomings were experienced during instructional settings, students were able to identify, explain, and apply concepts gleaned from the blog and real-time video lessons. </p><p> Internet-based resources have been applied to independent and collegiate music performance instruction; pedagogical approaches, however, have not been developed for use in secondary level online learning programs. Consequently, online music performance instruction has not evolved as rapidly as online instruction of core academic subjects. As technological advances become available, the possibility for delivering online instruction in areas of the performing arts, and especially in music performance, becomes more feasible and likely will be integrated into the curricula of many online learning programs. Until such time, the implementation of viable online instructional models is essential for the development of traditional music performance courses.</p>

<p> Growing demand for higher education has contributed to the popularity of online education. While online courses can be effective in terms of student learning and success, and there are many potential benefits, there are also still areas that can be improved. There is evidence that students can experience online courses as impersonal and lacking interaction. They can feel isolated, less satisfied, less successful, and are more likely to withdraw. Thus, one of the challenges facing online education is to find ways to increase connection and interaction between students and faculty.</p><p> One means for addressing the sense of isolation students might feel in online courses might be instructor immediacy. While instructor immediacy in traditional classes has been shown to motivate students, create a sense of connection, and support their learning and success, it is not known whether or how immediacy can help students in a fully online course.</p><p> The purpose of this quantitative quasi-experimental intervention study was to examine the effectiveness of faculty immediacy on undergraduate student engagement and success in an online course. Students in an upper division psychology course were randomly assigned to either a redesigned high immediacy section or a 'regular' section. The study's hypothesized framework suggested that instructor immediacy would enhance student engagement, and thereby influence student success.</p><p> A survey measured immediacy and student engagement; success was measured by total points earned. The sample included 215 students enrolled in the course in the fall 2012 semester. Independent samples <i>t-</i>tests, correlations, multiple regression, and repeated measures ANOVA were the statistical tests used.</p><p> The findings revealed no significant differences between the high immediacy (intervention section) and low immediacy (regular nonintervention group) sections of the course. Immediacy and engagement were highly correlated. Engagement was a significant predictor of student success. Age, units completed, and gender were also significant predictors of student success in this study. These results provide insight into the relationship between immediacy and engagement. Implications and recommendations based on the findings of this study are given. Further studies are recommended to further study the relationship between immediacy and engagement.</p>

<p>The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into contemporary events in context were collected via an online survey, personal interviews, and document examination. Students were given a link to an online survey with both selected response and open-ended questions. Instructors were interviewed either face-to-face or via voice over Internet protocol (VOIP). Syllabi and class handouts were collected and examined using content analysis. These different sources of data were triangulated during the analyses. The participants in the study were undergraduate students and four instructors at a state supported institution of higher education in the southwestern United States. Data collected revealed that those instructors using group work who had the most training and assistance from the Instructional Technology Support in the design and facilitation of classes using group work had the highest level of student satisfaction as well as the highest student perception of good learning outcomes. The data show that when the instructional design using group work is well done and the class is well conducted, student satisfaction and student learning are good. The data show that the amount of instructor training undertaken had a major impact on how students reacted to the classes. The students' perception of learning outcomes differed from that of the instructors. The instructors perceived the classes as being generally successful; however, the students' perceptions were less positive. The levels of training applied by each of the faculty to the design of their online class shows that the more training, the higher the level of satisfaction. Both student success and learning outcomes suffer if the class is not designed and taught with best practices for online group work. Further research needs to be done on the use of online group work in graduate classes and lower division undergraduate classes as all of the studied classes were upper division. </p>

<p> This study explored the relation between two elementary school principals' behaviors and the professional development provided to educators in two schools undergoing pedagogical and cultural changes designed to increase student achievement. The researcher observed the schools' dynamics regarding professional development and any other professional and pedagogical discourse done for the purpose of collaborating and developing a structure in which data analysis, lesson planning and design, and other types of professional development are practiced. A qualitative method was used for this study and was based on a simple descriptive study using a multisite case study. Daniels (2009) conducted a research study on three schools in one school district. This study was an attempt to embody a similar study in two elementary schools (a K&ndash;3 school and a 4&ndash;8 school) in one district, though a different district from Daniels's study. The population in this study consisted of educators from two school sites located in a small, rural, and agricultural community that serve students in Grades K&ndash;8. The data collection demonstrated it is crucial to have a strong and competent principal who promotes and supports the change process in an effective and systematic manner. Additional results indicated that the use of strategic professional development fosters collegial teamwork whereby educators share their knowledge and guarantee continuous structural improvement that leads to increased student achievement.</p>

<p> This hermeneutic phenomenological study explores what students experience and how students experience the phenomenon of high-stakes testing (HST) education. The research aimed to add to current research the missing voices of students and to explore the need to include the social&ndash;emotional impact of education in the narrative of HST education. The study's intent was to help educators comprehend the full spectrum of the impact HST education has on students and the role that educators and other stakeholders play in creating that experience. </p><p> The study includes a comprehensive understanding of how students of today consider passing a test and learning are one and the same by examining how students position themselves as consumers of education over creators of their education. Moreover, the research examines how values and beliefs of the school affect students' outlook on education. Finally, a critical review of how HST phenomenon denies low-performing students real opportunity. This research validates the idea that standardizing learning and its results are fundamentally flawed if the intent is to create real opportunity for all students. The study concludes with practical recommendations to help reestablish school ideals and real opportunities for all students.</p>