Thesis (M.S. Computers in Education)--Shenandoah University, 2004. / Includes bibliographical references.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 30, 2009). Includes bibliographical references (p. 88-91).

Thesis (M. Ed.)--York University, 1999. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 69-72). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://wwwlib.umi.com/cr/yorku/fullcit?pMQ42574.

Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 83 p. Vita. Includes abstract. Includes bibliographical references (p. 54-60).

published_or_final_version / Education / Doctoral / Doctor of Education

<p> Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students&rsquo; perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies. </p><p> The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the <i>Community of Inquiry Survey</i> and the <i>Perceived Student Satisfaction Scale</i> instruments, and a researcher developed survey. </p><p> Findings indicated students&rsquo; perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p &lt; .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (<i>p</i> &le; .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly (<i> p</i> &le; .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (<i>p</i> &le; .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students&rsquo; perceptions of presence in online courses and improve student satisfaction with online learning.</p>

<p> Researchers (Kennedy &amp; Deshler, 2010; Parette, et al., 2007b) state that students with Learning Disabilities (LDs) can learn most efficiently through use of the correct multimodal educational technologies with the correct delivery of content. These educational technologies and modes of delivery are developed to provide the multisensory experience to the student they serve. Teachers can use these technology devices to provide guided and independent learning opportunities to their students with LDs. However, K-12 schools face major challenges in funding and appointing the appropriate type of manpower needed so that technology infrastructures are supported in all necessary areas. Schools need talented individuals who are versed in both curriculum and pedagogy (e.g., instructional supports) and information technology (IT) to determine the best technologies and delivery systems, train teachers in the appropriate and differentiated use of these technologies and systems. These individuals are called Technology Coordinators (TC). As of 2015, there was no empirical research that has been done on the role of technology facilitation to teachers and students with LBLDs. </p><p> The purpose of this study is to define the dimensions related to the role of the TC that support served students who have been diagnosed with Language-Based Learning Differences (LBLDs). These dimensions were: 1) Teaching and Learning, 2) End-User Support, 3) Network Operations, 4) Administrative Computing, and 5) Budgeting and Planning. This study involved four TCs who work at schools that served students with LBLDs. Through a Multiple Case Study Design (Yin, 2003; Merriam, 2009) using questionnaire and interview data. Results were coded using holistic, elaborative, and selective coding schemes (Salda&ntilde;a, 2013). Results showed various similarities and differences between the four equally successful, yet different models for how to use a TC to achieve solid results for students with LBLDs. Future research would comprise a more comprehensive study involving TCs, classroom teachers and students with LBLDs.</p>

<p> This research provides a guide to understanding, preparing, and performing Arnold Schoenberg&rsquo;s last completed opus, &ldquo;De Profundis&rdquo; (Psalm 130) Op. 50B, within the context of the Hebrew chant that inspired it and Schoenberg&rsquo;s other religious works, sketches, archival correspondence, and interviews with conductors. Theoretical and contextual analysis reveals significant discoveries relevant to an informed and accurate performance of the work. &ldquo;De Profundis&rdquo; embodies Schoenberg&rsquo;s mature and most flexible twelve-tone writing at the peak of his spiritual development. Op. 50B is a serial <i>a Cappella</i> composition scored for six-part mixed chorus with great rhythmic and melodic independence in the vocal lines, including soprano and baritone solos and choral <i>Sprechstimme</i>. A composer&rsquo;s final opus is generally regarded as his highest achievement, yet Op. 50, and in particular &ldquo;De Profundis,&rdquo; has received relatively little attention from music theorists or performers. While this research includes the traditional study of the composer and the score, there is also focus on distance learning through digital media and a symbolic interpretation of &ldquo;De Profundis&rdquo; that provides unique opportunities to engage the performer and audience. Through these efforts, others may be encouraged to hear and perform this beautiful work and to explore this unique method of rehearsing.</p>

<p> This 20 minute film explores the use of hybrid lesson plans, those consisting of traditional in-class teaching and interactive video outside of the classroom. Using six voluntary Graduate Teaching Assistants as participants, the documentary follows the participants as they give their ideologies on teaching, perform either a traditional lesson plan or the hybrid lesson plan, and participate in a focus group to give their opinion on the perceived benefits or drawbacks of having hybrid lesson plans in the classroom.</p>