<p> With the rapid growth of technology and a fast pace society, students have discovered tablet computers, a powerful portable useful device for education. Although studies have shown rapid growth of tablet computer adaptation within education, limited research exists regarding how tablet computers are used for classroom performance, communication, and leadership among college students. The purpose of the study was to explore and understand how college students use tablet computers by interviewing undergraduate and graduate students. Interview results of 20 college students are as follows: (a) students reported that tablet computers were more portable, easier to use, and convenient devices over laptop computers; (b) in regard to classroom performance, students expressed that the use of e-text books combined with tablets was a faster method of searching for a specific subject over standard paperback books; (c) in regards to leadership, many students believed that tablets are only a tool for leaders but not an essential tool for leading people; and (d) in regard to communication, students expressed that tablet computers was an essential tool for team projects and communicating with their professors and peers while on the go. The study includes a discussion of future research in leadership&rsquo;s use of technology in the workplace, college professors&rsquo; perceptions of tablet computers in the classroom, and marketing modern tablet computers.</p>

<p> A new French teaching program, &ldquo;French for Spanish Speakers&rdquo; (FSS) is spreading throughout Southern California whose aim is to bridge Spanish and English to facilitate learning French. FSS speculates that Spanish-English speakers have a greater advantage in learning French than monolingual English speakers (MES). This thesis is the first to empirically examine these speculations. The first section contrasts four linguistically different groups&rsquo; French grammar and French written fluency, accuracy, and complexity. The second section attempts to evaluate the FSS program. This study found a statistically significant difference in which Spanish-English speakers produced more fluent and complex compositions than MES. In addition, the findings of this study predict that Spanish-English speakers will ultimately internalize and retain French longer than MES. However, there seems to be no statistical significance in terms of written performance between Spanish-English speakers enrolled in FSS and those enrolled in regular French courses.</p>

<p> Employing a critical discourse analysis as a methodology, the study provides information into the intersection of male student development, video games, and two-year higher education institutions. Using a sample of 13 participants, this research study examines how male students at two year higher education instructions use video games to construct their masculinity. This study provides evidence that college men construct multiple definitions of masculinity by playing video games. Further, the benefits explored include academic and workplace strategies for success. Finally, opportunities for two year institutions to further engage this student population is included.</p>

<p> For students with significant disabilities, the process of transitioning from their secondary school setting to their post-secondary setting includes the exploration of potential adult settings. This paper explored the perspectives of secondary school personnel, as well as the viewpoints of personnel from St. Louis area post-secondary programs, as to the characteristics which determine adult program placement. State agencies that facilitate Person Centered Plans were also interviewed regarding viewpoints as to how secondary students with significant disabilities could seek and secure their most non-restrictive adult program placements. Research questions included: (1) How do the Missouri Alternative Frameworks utilized in secondary programming differ from the eligibility criteria utilized in post -secondary programs?; (2) How does the post-secondary eligibility process relate to the Missouri Alternative Frameworks Curriculum guidelines?; (3) What specific self-care skills and academic skills determine criteria for students with severe cognitive disabilities in post-secondary adult programs in the St. Louis area?; and (4) In addition to self-care and academic skills, what other factors determine student placement in post-secondary programs for the severely developmentally disabled within the St. Louis area? Revealed in this study was the importance of the development of lifelong relationships with post-secondary program organizations. Age, type of residence as well as the geographical location of residence, can be paramount to the applicants' skills or ability levels as adult program placement is determined for individuals with significant disabilities. Funding sources, as well as specific skill sets, were explored as they related to post-secondary clients achieving their most non- restrictive post-secondary placement.</p>

<p> One important new global sociological phenomenon of the 21st century is the rise of elite single professional women worldwide, who have important roles as trailblazers. The Civil Rights and Women's Movements disrupted historical power systems and altered race relations, the workplace, women's lives, marriage patterns, and transformed retirement for this generation of retirees. Empirical research about always single, child-free professional women (ASCFPW) is scarce due to their minority status and the social bias toward married women; The lived experience of this minority population is often overshadowed in studies by the greater percentage of single-again women&mdash;widowed, divorced, or separated women with very different life experiences&mdash;with whom they are traditionally grouped in research. Simultaneously this population is increasing and can be role models for majority women who become single again as they age. The respectful acronym and neutral terminology of ASCFPW (always single, child-free, professional woman) is used; traditional research labels of "never married" and "childless" are negative, and ostracizing, therefore eschewed in this report. </p><p> This qualitative, multiple case investigation focuses on the lived retirement transition for seven ASCFPW in the first five years of retirement. How does the sense of self of the ASCFPW evolve from her career to a meaningful retirement lifestyle that integrates service, activism or creative praxis (activism in the arts, or a woman's unique creative strategy for service to her community) while embracing her new learning and evolving identity? How does the loss of professional identity at retirement impact the ASCFPW whose career was a significant part of her sense of self, salient roles, and life focus? </p><p> Their partial life history interviews reveal intelligent, engaged women who excelled in their careers then create a meaningful retirement lifestyle that includes community service, social activism, or creative praxis. Their narratives' data yield meaningful findings to add to existing older women's retirement literature on wholistic retirement planning, career patterns, professional identity versus work identity, the sense of self, new learning, and other surprises. Both transformative learning theory and adult development models are discussed as relevant. Recommendations for future research and retirement education curriculum are included. </p>

<p> This autoethnography uses the personal journey of the author through Fielding Graduate University's doctoral program in Educational Leadership for Change to study the influence of peer advising and peer relationships in distributed learning environments on student success and program satisfaction. The study reveals that peer relationships and peer advisement opportunities may be needed to counter the high risks for dropping out, extra time in the program, or discontentment.</p>

<p> The purpose of this study was to determine if adult English learners who used the small talk flash cards communicative activities would lower their affective filter thereby increase their motivation to speak English, and if by practicing authentic conversation with the small talk cards, it would help to increase the students' oral and written output in English. Forty adult English learners were chosen to participate in this comparison study. The study was conducted over a 4-week period. The learners' attitude towards speaking English and their English oral proficiency were scored both at the beginning of the study and at the end. Furthermore, the two groups' writing skills were evaluated and compared at the end of the study. The hypothesis, that the small talk card would help reduce the affective filter and help develop oral and written output, were minimally supported by the data collected. However, a longer study with more participants would better substantiate the results. The data showed that adult English learners enjoyed and wanted the chance to practice authentic language in class. Additionally, they benefited greatly from the practice. Therefore, teachers should make every effort to include as many of these activities as possible in their curriculum.</p>

<p> Secondary students in the United States are now competing in a global marketplace (Wagner, 2010). Any factor which decreases student achievement must be alleviated to permit students to reach their full academic potential. Student achievement has been negatively linked with teacher attrition (Ronfeldt, Loeb, &amp; Wyckoff, 2012): occupational commitment has also been negatively linked with attrition. Occupational commitment, therefore, is related to student achievement and success. </p><p> Ethics is commonly recognized as an integral part of education, yet there is little research on the ethical beliefs of teachers, especially on teachers at the secondary level. Previous research has established connections between occupational commitment and factors such as stress and job satisfaction. However, there has been little research that explores the connection between ethical beliefs and occupational commitment. </p><p> The purpose of the study was to explore potential connections between teachers' ethical beliefs and their occupational commitment. More specifically, North Carolina secondary teachers were surveyed to obtain information about their idealism, relativism, academic department, and occupational commitment. The theoretical framework of the study was a synthesis of ethical position theory (Forsyth, 1980), person-vocation fit, and value consonance (Rosenberg, 1977). The ethical position questionnaire (Forsyth, 1980) was used to measure teachers' idealism and relativism; the occupational commitment scales (Meyer, Allen, &amp; Smith, 1993) were used to measure teachers' occupational commitment. </p><p> The study was expected to confirm relationships between the study variables and to identify ethical beliefs as a predictor of low occupational commitment. In fact, no significant relationships were discovered between the study variables. However, North Carolina teachers were determined to be a homogeneous group of individuals in terms of idealism and relativism. Teachers' academic department had no bearing on teachers' ethical beliefs. This observation was in contrast to previous research which had indicated the presence of subjectbased subcultures in secondary schools. Although unexpected, this finding was significant as it suggests secondary subculture is based primarily on difference in subject matter rather than on teachers' personal beliefs and values. On a more practical level, the knowledge that secondary teachers exist as a homogeneous population of ethical beliefs will enable administrators to more effectively recruit new teachers. Administrators will also be able to better predict faculty reaction to new policies and procedures with an increased understanding of their faculty's ethical beliefs.</p>

<p>The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Data collection began with surveys in order to acquire a broad view of teachers' perceptions, focus groups provided more specificity to teachers' perceptions, and finally individual interviews afforded the most detailed information. </p><p> The themes that emerged indicated that collaboration is the most important characteristic of a professional learning community in terms of usefulness, flexibility, and professional growth. Most teachers indicated that due to participation in a PLC they had grown professionally and their students had also benefitted. A major theme throughout participant responses was the need for both job-embedded professional development (PLCs) and traditional professional development (workshops, conferences, etc.). Teachers, administration, and board members of similar rural school districts may benefit from this study by understanding teachers&rsquo; perceptions of effective professional development that impacts classroom instruction. </p>

Thesis (Ph.D.)--Indiana University, Instructional Systems Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2763. Adviser: Thomas Schwen. Title from dissertation home page (viewed Apr. 9, 2008).