The study aimed to explore the perspectives on creativity among preschool teachers in the Kingdom of Saudi Arabia (KSA). Creativity has gained enormous attention in recent years in education. With all the emphasis being placed on creativity in many parts of the world, it has not been largely explored in Saudi Arabia. Childhood education provision in Saudi Arabia has increased in the last thirty years. Changes to the preschool curriculum have been on the governmental agenda and the preschool curriculum has undergone some reform through specially commissioned projects (Tatweer, 2016). However, creativity was not considered by these projects and it is not on any educational plan for development in the KSA. Qualitative methods were applied, and data were collected through semi-structured interviews and observations, to explore the different perspectives held by a range of female preschool teachers in the KSA. The sample comprised of twenty early childhood practitioners from four different preschool settings, two private and two public schools. The analysis of the narrative data sources was undertaken using the Nvivo software, where all the meaningful components of data from interviews and observations was coded and assembled into themes. The researcher then followed the interview results with observation outcomes to counter and minimise any impact on the participants as well as the data. The information was then integrated in the interpretation of the overall results. Findings from both the interview and observation qualitative analysis processes indicated many different perceptions of creativity were held by the preschool teachers. Three common perceptions emerged, that were found to describe creativity as being artistic, being intelligent and being gifted and unique. Significantly, creativity was linked with arts and more often with intelligence. Teachers were aware of the importance of their own creativity and its effect on children's creative thinking. Teachers exposed their own understandings of creative pedagogy as they suggested several methods and pedagogical practices to be used in the classroom to enhance the young children's creativity. Surprisingly, teachers from private schools believed that the curriculum focusses more on knowledge more than on skills, as the curriculum is more academically driven. On the other hand, the teachers in public schools considered the national curriculum, the Self Learning Curriculum (SLC), as the best in supporting children's creativity. The majority of teachers, from both public and private sectors, have demonstrated their beliefs about the positive impact classroom structure has on creativity. Most teachers held the view that the classroom in the form of activity corners is the most supportive classroom environment for creativity. The findings have many implications for preschool educators and for professional development in the country under study as well as some recommendations for future studies. In view of the attention given to preschool education by the official authorities in Saudi Arabia, it is hoped that this research will highlight the importance of creativity, its value and relevance for preschool education, with a view to looking at how best creativity can be achieved in preschool education.

This research has analyzed a set of structural elements, procedures, and behaviors within Bosnia and Herzegovina's (thereafter, "Bosnia" or "B&H") higher education that have jointly created an encouraging space for the increasing and self-serving utilization of higher education by the country's post-war elite. Of the particular interest is this elite's impact on the forms of educational corruption, which have shifted away from standard bribing processes and moved toward more complex favor reciprocation networks. This process has ensured that today's corruption is perceived as a norm in Bosnia's higher education. Its prevalence has disrupted existing social mobility mechanisms and created a duality in the social mobility process so that the unprivileged still work hard to obtain their degrees while those with social connections are reliant on Turner's (1960) sponsorship model. The analysis goes beyond dissecting corruption's impact on modes of social mobility by redefining Hirschman's (1970) notions of voice, exit, and loyalty within higher education and expanding his theoretical framework to adequately capture and understand the unique set of coping mechanisms that has emerged within Bosnia's corrupt higher education. I reinterpret the voice mechanism that Hirschman sees as a political tool capable of bringing about change as, ironically, severely diminished in its power when observed within a corrupt environment. I further reformulate the notion of exit and contextualize it within the corrupt Bosnian educational system by differentiating amongst various types of exit. In the process, the study finds that Bosnian students often remain in the same educational institution despite the high level of perceived corruption. By ignoring their immediate surroundings and rather than departing physically as Hirschman would expect, students choose to exit mentally from the corrupt operational framework in which they continue to function physically. Lastly, with hard-work and morality marginalized, the question remains open on when the youth will push the educational system in Bosnia toward a tipping point, regain their voice, and transform from an indolent mass to an active reformer. Projects requiring greater transparency of the exam and grading procedures, enhancing external support, and providing spaces for disclosure and adequate management of incidences of corruption, when and if detected, would constitute a meaningful starting point that would help incentivize change. In the absence of concern with the current level of educational corruption, however, the dominance of the incompetent elites will only continue to dilute the effectiveness of the aid being poured into the EU's broader nation-building agenda for post-war Bosnia and Herzegovina.

Major reform documents have promoted the use of inquiry-based curriculum to achieve scientific literacy. Forensic science is an authentic subject that can be used to link the science classroom to a real-world working environment. Given the nature of the subject, forensic science fosters student interest and can be used as a tool to promote scientific literacy. This mixed methods analytical study investigated the use of inquiry-based instruction in the context of a forensic science curriculum and examined its influence on the use of higher-order thinking skills and the development of scientific literacy characteristics. Twenty-four high school students participated in a 6-week inquiry-based forensic science unit designed by the researcher. The Five E inquiry-based instructional model (Bybee & Van Scotter, 2007) was used. Students completed mini-evaluations and group journal entries, and participated in focus group discussions and classroom observations. Qualitative results indicated three major learning outcomes related to the achievement of scientific literacy: 1) the value and benefits of group work and discussion in the problem-solving process; 2) the importance of using higher-order thinking skills in the evaluation and analysis of information; and 3) connections between classroom learning and real-world applications. Five major characteristics of the forensic science curriculum that supported student engagement included: a) opportunities for students to participate in relevant and realistic real-world learning situations through role-playing; b) the goals and objectives of the lessons requiring students to take charge of their own learning; c) the unit objectives' focus on problem-solving skills and deep understanding of science content and processes; d) knowledge construction occurring through social negotiation and collaboration; and e) students reflecting on their thoughts and ideas during the learning process because of self-reflection opportunities embedded within the curriculum. Quantitative analysis of data revealed an increasing level of higher-order thinking across the sequence of mini-evaluation topics and an enhanced use of cognitive skills as the forensic science curriculum progressed. The findings from this study indicated that forensic science can be used as an avenue to promote the development of scientific literacy. The results are beneficial for educators and curriculum developers interested in designing curricula that support scientific literacy objectives in the classroom.

This research project examined the learner ecologies of University of the West Indies (UWI) distance learning program participants in two countries within the regional university's network: Dominica, and Antigua and Barbuda. The descriptive study focused on a period of transition from dual-mode delivery (teleconference and in-person tutorial sessions, alongside print material for independent study) to online course delivery. The purpose of the study was to understand the factors impacting the learner ecologies of a particular distance learning program, and extrapolate from these findings to develop an understanding of distance learner ecologies in the Eastern Caribbean, or economically developing countries in general. Based on factors that the respondents identified as most challenging within their ecologies, the study explored different manifestations of time (in terms of life cycle, the concept of time as a social construct, and in relation to the way time is experienced in the learning environment); space (physical space, social constructs of space, and the concept of social distance); and resources (academic resources, funding, and "human resources" within the learning community).

The purpose of the study was to validate a theoretical model of diagnostic, formative classroom assessment called, Proximal Assessment for Learner Diagnosis (PALD). To achieve its purpose, the study employed a two-stage, mixed-methods design. The study utilized multiple data sources from 11 elementary level mathematics teachers who received training in the theoretical underlying the model. The PALD model was derived based on the cognitive and assessment sciences literature. In the first stage of the study, a grounded theory analysis of the data yielded themes and sub-themes that were connected to reveal how diagnostic assessment practices were embedded by teachers during instruction. In the second stage, a quantitative cluster analysis was employed to validate groupings of themes that emerged from the qualitative analysis. A revised model of diagnostic classroom assessment is presented from the cross-validated findings. The findings suggested a new "theory of PALD practice" that occurs in unison with the theoretically expected practices of teachers in the originally proposed model.

This dissertation explores the characteristics of first generation underserved Mexican immigrants participating in a community-based financial education program in New York City. According to the literature, this group is less likely than other ethnic groups in the United States to have a bank account and understand and utilize other financial services from the financial mainstream. This condition hinders its opportunities for financial stability and socioeconomic development. Using a mixed method study, this dissertation aims to respond who among the population of first generation underserved Mexican immigrants living in New York City decides to attend a voluntary community-based financial education program. This dissertation finds that there are demographic and socioeconomic characteristics that differentiate those participating in the financial education program from the population, and that these participants might not be the ones who need the program the most according to the literature. The results show that these participants are more likely to have a bank account and use other financial services before they start the program. They also possessed basic understanding of financial concepts and the financial system and decided to enroll in the program because they wanted assistance to better utilize the financial services they already have access to. This self-selection problem is consistent with recent research on the subject conducted with other populations. The analysis also shows that the community-based financial education program was successful in teaching lessons about budgeting. This dissertation does not find conclusive evidence that the financial education program led participants to take action to improve their participation in mainstream financial institutions. The data collected also show that the migration status and level of financial literacy differentiate those participating in the mainstream financial system from those who are not. This dissertation adds to the current scholarly discussion on the effectiveness of financial education programs and factors associated with financial literacy and participation in the mainstream financial institutions. Its findings have implications for financial educators, researchers and Mexican immigrants. It offers a series of recommendations for the development and assessment of financial education programs for Mexican immigrants in New York City and other underserved migrant communities. The study concludes that the majority of Mexican immigrants in New York City urgently need financial education, but a self-selected group that might not need it the most, is the one attending community-based programs on this subject. Therefore, financial education programs need to reach out to those that need the program the most and adjust their curricula to serve better those who are participating.

Major reform documents have promoted the use of inquiry-based curriculum to achieve scientific literacy. Forensic science is an authentic subject that can be used to link the science classroom to a real-world working environment. Given the nature of the subject, forensic science fosters student interest and can be used as a tool to promote scientific literacy. This mixed methods analytical study investigated the use of inquiry-based instruction in the context of a forensic science curriculum and examined its influence on the use of higher-order thinking skills and the development of scientific literacy characteristics. Twenty-four high school students participated in a 6-week inquiry-based forensic science unit designed by the researcher. The Five E inquiry-based instructional model (Bybee and Van Scotter, 2007) was used. Students completed mini-evaluations and group journal entries, and participated in focus group discussions and classroom observations. Qualitative results indicated three major learning outcomes related to the achievement of scientific literacy: 1) the value and benefits of group work and discussion in the problem-solving process; 2) the importance of using higher-order thinking skills in the evaluation and analysis of information; and 3) connections between classroom learning and real-world applications. Five major characteristics of the forensic science curriculum that supported student engagement included: a) opportunities for students to participate in relevant and realistic real-world learning situations through role-playing; b) the goals and objectives of the lessons requiring students to take charge of their own learning; c) the unit objectives' focus on problem-solving skills and deep understanding of science content and processes; d) knowledge construction occurring through social negotiation and collaboration; and e) students reflecting on their thoughts and ideas during the learning process because of self-reflection opportunities embedded within the curriculum. Quantitative analysis of data revealed an increasing level of higher-order thinking across the sequence of mini-evaluation topics and an enhanced use of cognitive skills as the forensic science curriculum progressed. The findings from this study indicated that forensic science can be used as an avenue to promote the development of scientific literacy. The results are beneficial for educators and curriculum developers interested in designing curricula that support scientific literacy objectives in the classroom.

A non-concurrent multiple probe design across dyads was used to test the effects of multiple exemplar instruction across reader and writer responses on the emergence of metaphors in 4th and 5th grade students. Two experiments were conducted. Experiment 1 rotated responding across reader and writer responses to train the structure of metaphors while probing for the emergence of metaphor function on a listener. None of the participants in Experiment 1 were able to produce metaphors according to a structural algorithm prior to the start of the study. Participants were paired into writer and peer reader groups (a total of 3 pairs) and a peer yoked-contingency game board was employed as a motivating operation in which the participants competed against the experimenter to reach the top of the game board in order to earn a chosen reinforcer. Participants moved up on the game board if the writer produced a metaphor as was determined by an algorithm used by the peer reader. Experiment 2 rotated responding across reader and writer instructional trials to train the function of metaphors. The participants in Experiment 2 were able to produce metaphors at the start of the study however the metaphors did not function to evoke a target emotion from a reader. Results for Experiment 1 showed that Multiple Exemplar Instruction across reader and writer responses to teach the structure of metaphors was effective but did not result in the emergence of an emotional function on a listener. Experiment 2 showed that Multiple Exemplar Instruction across the emotional function of reader and writer responses resulted in the emergence of an emotional function on a listener during post-probe conditions.

This ethnography is an account of six Latina youth participating in an all-girls after-school program in the Washington Heights neighborhood of New York City. The program, Girls Now, was designed to "help adolescent girls overcome the barriers of urban life and poverty" by providing them with a safe space and educational workshops. One component of the program integrated online digital badge software, Play Now, to implement curriculum and enhance learning. I conducted fieldwork from September 2011 - June 2013 in varying capacities linked directly to the after-school program and the digital badge game. In this ethnography I address the behavior change goals of the game (and broader nonprofit program) and compare them with the real-world realities of the game functionality. Through interactional analysis (IA) of how the girls used the software, including conversations, actions, produced artifacts, and improvised playful practices, I create a clearer understanding of how they shared information, navigated their social worlds, maintained friendships, and educated themselves and each other, in creative and unexpected ways.

I used a multiple-probe design across two groups of 4 participants to test the effects of the mastery of editing peer writing on participant’s writing and self-editing skills. Participants included 8 third grade students who did not have functional writing skills in 4 subject areas of technical writing. These participants also lacked self-editing skills. The primary dependent measure was the number of rewrites to criterion for writing assignments as measured by the number of accurate functional writing components. Participants had to write to fulfill a set of functional writing requirements, defined in a checklist, and then had to observe the effects of his or her writing on the behavior of a naive reader. The criterion for the rewrites to criterion measure was writing at 100% functional accuracy and 90% structural accuracy in 1 rewrite attempt. The second dependent measure was accurate self-editing skills across functional and structural writing components. Participants were required to edit the functional and structural components in their own writing assignments using an algorithm provided in a checklist. The criterion for self-editing was set at 90% functional accuracy and 90% structural accuracy for each assignment. Structural writing included 6 grammatical components; complete sentences, spelling, subject-verb agreement, punctuation, capitalization and word usage. The independent variable was the mastery of a peer-editing intervention procedure. Participants were taught how to edit peer’s functional and structural writing through written feedback provided by the experimenters on his or her editing. Experimenters did not communicate with the peer writers throughout the intervention and participants never served as writers during the intervention. Peer writers wrote in response to the participant’s feedback until the participant met criterion on editing for functional and structural accuracy. Criterion for the intervention was met when the peer writer wrote at 100% functional and 90% structural accuracy on the first attempt across two consecutive writing pieces. This meant that the participant mastered the editing intervention for both functional and structural editing. Results of the study showed that all participants decreased their number of rewrites to criterion in post-intervention probe measures which was a measure of functional writing. Results also showed that all participants increased their functional and structural editing skills while editing their own writing. Results are discussed in terms significance to the research of behavior analysis and research in education. Limitations and suggestions for future research are be discussed, followed by a conclusion and the educational impact of the results from this experiment.