<p> Although a large part the Physics Education Research (PER) literature investigates students' conceptual understanding in physics, these investigations focus on qualitative, conceptual reasoning. Even in modeling expert problem solving, attention to conceptual understanding means a focus on initial qualitative analysis of the problem; the equations are typically conceived of as tools for "plug-and-chug" calculations. In this dissertation, I explore the ways that undergraduate physics students make conceptual sense <i>of physics equations</i> and the factors that support this type of reasoning through three separate studies.</p><p> In the first study, I investigate how students' can understand physics equations intuitively through use of a particular class of cognitive elements, <i> symbolic forms</i> (Sherin, 2001). Additionally, I show how students leverage this intuitive, conceptual meaning of equations in problem solving. By doing so, these students avoid algorithmic manipulations, instead using a heuristic approach that leverages the equation in a conceptual argument. </p><p> The second study asks the question why some students use symbolic forms and others don't. Although it is possible that students simply lack the knowledge required, I argue that this is not the only explanation. Rather, symbolic forms use is connected to particular <i>epistemological stances,</i> in-the-moment views on what kinds of knowledge and reasoning are appropriate in physics. Specifically, stances that value <i>coherence</i> between formal, mathematical knowledge and intuitive, conceptual knowledge are likely to support symbolic forms use. Through the case study of one student, I argue that both reasoning with equations and epistemological stances are dynamic, and that shifts in epistemological stance can produce shifts in whether symbolic forms are used to reason with equations. </p><p> The third study expands the focus to what influences how students reason with equations across disciplinary problem contexts. In seeking to understand differences in how the same student reasons on two similar problems in calculus and physics, I show two factors, beyond the content or structure of the problems, that can help explain why reasoning on these two problems would be so different. This contributes to an understanding of what can support or impede transfer of content knowledge across disciplinary boundaries.</p>

<p> As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.</p>

<p> The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple &amp; Bredekamp, 2009).</p><p> Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).</p><p> This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (<i>N</i>=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.</p><p> The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.</p>

<p> This study examines a cultural pedagogy relating to race, culture, and improving student achievement, as well as the extent to which teachers' critical and reflective practices influence how they deliver classroom instructions. When teachers' practices are critical and reflective they can re-assess their current teaching practices while attempting to improve their teaching pedagogy (Morton, 2009; Hatzipanagos &amp; Lygo-Baker, 2006). This study seeks to determine the relationship between student achievement and teachers' use of a cultural pedagogy. Research for this study considers three styles of pedagogy: culturally responsive pedagogy, culturally relevant pedagogy, and critical pedagogy. This study is intended to contribute to the body of research that focuses on student achievement in school districts with a predominantly African American student population. Information gained from this study should be of interest to most education administrators, practitioners, and counselors. </p>

<p> Anecdotal evidence suggests interdisciplinary ideas receive significant, positive press. The prevailing commentary details the promises and theoretical benefits of interdisciplinarity, yet countervailing viewpoints are noticeably absent from the conversation in major media sources. Moreover, there is a lack of empirical data exploring the values associated with the term, interdisciplinary. The study examined what ideological assertions are supported through interdisciplinarity in undergraduate education discourse published in <i> The Chronicle of Higher Education </i> from 1993-2013. Employing a critical framing, the study utilized document analysis to examine ideological building blocks (i.e. values, assumptions, symbols, and ideographs) in 177 articles over a 20-year period. Exploring the evolution of interdisciplinarity in the discourse provided an opportunity to present a rich, contextualized meaning of an important higher education concept. The findings suggested a positive, solution-orientation are associated with the term, and offered evidence for an emergent micro-ideology in the higher education community.</p>

<p> The purpose of this study is to determine the perceived technology capabilities of different levels of undergraduate students of Kent State University in the College of Education, Health, and Human Services teacher education programs; to determine if the perceived technology capabilities of students beginning the teacher education program differ from those nearing completion of the program; and, if the perceived technology capabilities of students change from the start to the end of the Educational Technology course. Examining student perceptions may provide insight on whether preservice teachers think they can prepare students for the 21^st century once they become inservice teachers. To determine whether preservice teachers perceive that they are being prepared to teach 21^st century skills by integrating technology into teaching and learning, three groups of students were surveyed: incoming students, junior-level students at the beginning and end of the Educational Technology course, and students nearing graduation. The TPACK survey for preservice teachers (Schmidt, Baran, Thompson, Mishra, Koehler &amp; Shin, 2009) was used to examine preservice teachers' perceptions of their technology capabilities as related to teaching.</p><p> Teachers comprise an integral factor in the effective incorporation of technology into classroom activities, yet many current teachers remain unable or unwilling to employ technology fully or effectively. The findings from this study led to several conclusions, including that the students perceived themselves to have better technological abilities after completing the Educational Technology course and as seniors near the end of the teacher education program, and the results of this study should challenge teacher education faculty to consider how their beliefs, attitudes, and use of technology in teaching and learning are transmitted to their students.</p>

<p> An important goal of nursing education is to produce graduates who are problem solvers and competent clinical practitioners able to practice in a very complicated health care environment; reflection and inquiry are two ways to accomplish this goal. This qualitative study explored how eight senior baccalaureate nursing students developed in their ability to utilize reflection and inquiry at higher stages over time through the use of the online clinical post-conference conducted as an asynchronous discussion board. Transcripts of participant postings were examined weekly to determine the stage of reflection and inquiry displayed and a comparison was done to determine if the stages increased over time. Boud's model of the reflective process and the practical inquiry model of Garrison, Anderson, and Archer provided the theoretical framework for this study. </p><p> Findings from this study demonstrated that participants developed in their ability to utilize reflection and inquiry at higher stages over time by engaging in the online clinical post-conference and that the online clinical post-conference was an effective venue that encouraged the use of reflection and inquiry. The social aspect of the online clinical post-conference (reading others' posts, having others read and comment on their posts, and asking each other questions) was seen as promoting learning from peers. </p><p> Findings of this study could be used by nurse educators to change their pedagogy to produce nurses who learn from experiences and are lifelong learners. Nurse faculty should consider incorporating the use of reflection, inquiry, and the online clinical post-conference in all clinical courses.</p>

<p> This study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, situated in an urban setting, was able to define issues around trust and structure within their network. There was significantly less discussion or acknowledgement of the remaining dimensions of social capital: level of professional expertise within their group, and the depth or content of their professional interactions. Teachers had no vocabulary, interactional routines, norms or other tools to assist in the analysis of these key social capital resources. </p><p> The study found that there is a need for an additional dimension to be included in existing social capital models. Defined as &ldquo;Group Self-Knowledge&rdquo;, I describe this construct as a way for teacher networks to detect, define and assess their own capacity for change and innovation. The ability of a network to assess its social capital is described as necessary in determining specific needs for professional development resources, and in aligning those needs with the resources (physical, human or social capital) that are most likely to lead to conditions in which a network could learn, adapt, grow and change. Social capital models offer constructs which can assist in social capital analysis, and which could lead to significant impacts on educational organizations: a "systems" view that privileges the knowledge of the group and disrupts teachers' tendency towards individualism, presentism and conservatism (Lortie, 1975); an expectation of professionalism, creativity and problem-solving from the teachers within the system; a shift away from a deficit model of teaching towards a vision of educational systems as collections of assets; and an educational model that operates from a standpoint of reinvestment and re-cycling of vital resources back into itself.</p>

<p> Intercultural competence through study abroad is widely recognized as a preferred teaching approach for the development of globally competent health care practitioners. Colleges and universities are looking for multiple ways to encourage students to study abroad because of the noteworthy effects that these experiential opportunities have on students. Sparse research has been conducted to determine if short-term study abroad trips of less than two weeks are achieving these same outcomes. </p><p> The purpose of this basic interpretative qualitative study was to describe the nature and meanings of a short-term international cultural experience for nursing students, and whether or how their understanding of the role of the professional nurse was changed. A group of baccalaureate nursing students traveled to Tanzania and took part in professional and social opportunities over an 8-day period. All participants were required to complete a nursing course with global objectives prior to the trip and pre-immersion seminars. Data were collected from reflective journals during the study abroad experience, focus group discussions one month after returning home, and personal interviews 6 months later. The results indicated that the participants experienced culture shock, but they also gained in self-awareness, cultural empathy, leadership skills, a desire to learn more, and a new perspective of the role of the professional nurse. Langer's theory of Mindfulness, Bennett's Developmental Model of Sensitivity and Campinha-Bacote's Process of Cultural Competence provided the theoretical framework for this study.</p>

<p> This case study investigated the multimodal accommodations that content teachers make in order to dually support linguistic and conceptual development for English language learning students. Data from digitally recorded classroom observations, teacher interviews, student work, and questionnaires were collected from the participating math and science teachers. The data were analyzed from the theoretical framework of an ecological -semiotic perspective of language teaching and learning (van Lier, 2004), and is theoretically tied to communication accommodation theory and multimodal communication theory as well. Findings suggest that (1) the inclusion of ELs into mainstream math and content classes encourages teacher to use more multimodal strategies; (2) teachers use multimodal accommodations to converge with their students' language proficiencies, in an effort to make content more comprehensible, accessible, and engaging; (3) multimodal tutoring is a form of interactional scaffolding, which works to support meaning, but that needs to be diminished over time; (4) multimodal accommodations do not work in isolation, but are instead used in combination to support student semiosis; and, (5) multimodal accommodation serves to mediate math and science content material, but "emergence," or language production, needs to be supported by content teachers as well. Implications can be made from this study in both theory and practice. Details and context are added to both multimodal communication theory and communication accommodation theory, as the two are merged in this study to create opportunities for student semiosis. In practice, this study suggests that content teachers will need training in methods and theory of second language acquisition to support the content-based language learning that occurs in mainstream classes that include ELs. &#8195; </p>