<p> The purpose of this study was to determine the effectiveness of classroom-assigned tasks and responsibilities in middle school classrooms. This mixed methods research study focused on perceptions held by students and educational professionals, both classroom teachers and administrators, of the classroom-assigned tasks and responsibilities program in relation to overall classroom environment, overall school environment, and students&rsquo; sense of connectedness to the school. Quantitative data consisted of secondary data obtained from a survey taken by students exposed to the program and students not exposed to the program. Student survey results were compared to determine if a difference of perceptions existed between the two groups. Qualitative data were collected from educational professionals via electronic surveys and face-to-face interviews. Participant responses were documented and analyzed. The quantitative data showed no significant impact of the classroom-assigned tasks and responsibilities program related to students&rsquo; perceptions; however, the qualitative data pertaining to educators&rsquo; perceptions of the classroom-assigned tasks and responsibilities program demonstrated a multitude of positive effects of the program. According to the qualitative data, students exposed to the program exhibited a multitude of positive changes, whereas students not exposed to the program did not exude beneficial changes. The researcher concluded that although the quantitative data could not support the effectiveness of the classroom-assigned tasks and responsibilities program, the qualitative data provided enough evidence to support the validity of the program. </p>

<p> One way to mitigate health disparities in the provision of nursing care and impact social justice with vulnerable populations is the development of cultural competence. Although addressed in nursing curricula, gaps in how to best address cultural competence remain. A study was undertaken to determine whether participation in a researcher-designed intervention, entitled Transcultural Humility Simulation development, based on components of Campinha-Bacote&rsquo;s model with an emphasis on &ldquo;becoming&rdquo; culturally competent, improved cultural competence in graduating baccalaureate nursing students. A longitudinal, descriptive, quasi-experimental, pretest-posttest comparison group design using embedded mixed methods was used. A total of 57 student participants from one baccalaureate nursing school in the western US were randomly assigned to the intervention group (<i>n</i> = 22) or the comparison group (<i>n</i> = 35). All participants completed the Inventory for Assessing the Process of Cultural Competence-Student Version before and after the intervention. Intervention participants also completed three written reflection exercises the day of the workshop. A subgroup of participants in the intervention group (<i>n</i> = 12) and the comparison group (<i>n</i> = 8) were interviewed two to three months after graduation. No statistically significant differences were obtained between groups while treating the pretest as a covariate. Participants who identified as more than one race on the demographic survey perceived they were more culturally competent than those who identified as one race, <i>F</i> ratio of <i> F</i>(10, 3) = 15.13, <i>p</i> = .02. Analysis of participant reflections during the intervention indicated they anticipated incorporating cultural competence into their practice by <b>shattering preconceived perceptions, constructing innovative insights, improving effective communication,</b> and <b>emerging personal development.</b> Once in practice, they incorporated cultural competence through <b>cultivating nursing-person relationships, providing quality nursing care, serving the patient and family, establishing extraordinary communication</b> and <b>approaching care with humility. </b> This study suggests that bringing attention to cultural competence through participation in Transcultural Humility Simulation Development could raise awareness and foster developmental growth among student participants through transformative learning, epistemic belief change, and double-loop learning.</p>

<p> The purpose of this basic qualitative study was to explore the experiences of nursing faculty members who taught in associate degree nursing programs and how they implemented the hidden curriculum. The hidden curriculum is referred to as the subtle messages relayed to students either verbally or nonverbally. In higher education, it is understood that the hidden curriculum is used to socialize students into professional roles, but, the process of how to socialize individuals varies. The sample consisted of 12 nursing faculty members who taught in associate degree programs in the Pacific region of the United States. Research on the hidden curriculum in nursing education has focused on the student&rsquo;s perspective. Upon reviewing the literature, a gap existed in regards to the experiences of nursing faculty with the hidden curriculum. Information was gathered through semistructured interviews to learn how these faculty members implemented the hidden curriculum. Data analysis revealed four reoccurring themes on how nursing educators implement the hidden curriculum in their practice. The first two themes uncovered how nursing faculty members described themselves as mentors and role models to their students to help students become successful in school and later in the workforce. Another theme revealed how nursing faculty members saw themselves as experts who could demonstrate skills and explain procedures. Lastly, nursing faculty members saw themselves as implementing the hidden curriculum by being advocates who could help students troubleshoot problems, as well as assisting them to navigate the nursing program. After interviewing the nursing faculty members, it became apparent that they used the hidden curriculum to provide a pathway for success for their students. The findings also highlight the need for the hidden curriculum to be included in faculty professional development workshops and seminars, and perhaps, the need to bring the hidden curriculum out from hiding.</p><p>

<p> This dissertation seeks to address the facilitation of difficult knowledges in the classroom. I employ constructs of poststructural feminism to critique rationalist-only frameworks that limit the forms of knowledge that "count" in the construction of knowledge. In response to these critiques, this dissertation constructs an alternative pedagogical framework from a psychoanalytic and poststructural feminist lens that emphasizes the bordered landscapes of the un/conscious. This approach is named Intimate Transgressive Pedagogy (ITP). Additionally, this dissertation introduces an empirical study that explored one semester of classroom teaching using Intimate Transgressive Pedagogy. Student and teacher experiences are analyzed through the theoretical concepts of ITP with a further discussion of the implications of the pedagogical concepts and empirical findings for multicultural teacher education.</p>

<p> To prepare students to disentangle the complicated environmental, social, and economic challenges exacerbated by the previous generation and propose effective solutions, they need to be taught the necessary knowledge and skills. Education for Sustainability (EfS) is one such modality. Organizations such as the Cloud Institute for Sustainability Education, Shelburne Farms, and the US Partnership for Education for Sustainable Development have opened the doors for EfS in the K-12 education system; however, curriculum to address these standards has not yet fully been developed. Furthermore, EfS curriculum that aligns to state and national standards needs to be written so that teachers can then use it in their courses and cultivate systems thinking skills in all learners. The primary objective of this project is to propose a high school level biology curriculum that uses an EfS lens to enhance core science content. A comparison of five EfS curricular frameworks was conducted and the Cloud Institute for Sustainability Education&rsquo;s EfS Standards &amp; Performance Indicators was selected as the primary reference for the sustainability lens of the forthcoming curriculum. The proposed high school biology curriculum focuses on two Next Generation Science Standards themes: Interdependent Relationships in Ecosystems and Natural Selection and Evolution. This curriculum integrates many EfS themes. The dynamics of systems and change and inventing and affecting the future are the two most prominently explored EfS themes in the curriculum. </p>

<p> The public education system in the U.S. has been under assault with the latest neoliberal education reforms. Those reforms are characterized by their antidemocratic and homogenizing assessment system, which reinforces a banking model of education. Such model goes against teachers and teaching, linguistic and cultural diversity and bilingual education. In order to countervail this reality, this research urged pre-service teachers in a <i>Foundations of Bilingual Education/ ESL</i> college coursework to engage in a problem-posing and emancipatory pedagogy. The main purpose was for them to nurture and enhance political clarity and political agency in issues of bilingual and ESL education. Students not only engaged in dismantling hegemonic discourses in bilingual and ESL education in the U.S., but also went through an epistemological break when the teacher-researcher invited students to become co-researchers in order to co-construct the curriculum and pedagogical realities. Readings, journals, personal narratives, dialogue and theater of the oppressed became the vehicles for engagement. The transformative process of the teacher-researcher and co-researchers occurred when they deliberately transitioned from a pedagogy that promotes passive citizens to a pedagogy that promotes collective emancipation. The research paradigm that aligned with those experiences was Participatory Action Research (PAR). Central to PAR is radical participatory democracy. Through self-collective development and reliance, participants transform themselves and find alternatives to defeat injustices. Pre-service and in-service teachers and teacher education can benefit from the following results: (1) <i> the transformative effect of a dialogic research (2) the lessons the teacher-researcher learned (3) how theater of the oppressed could have been central to the vivencia, instead it was supplementary and still the door for infinite possibilities (4) the viability of PAR as a vivencia embedded in undergraduate education major and (5) the extraordinary case of Sofia's (co-researcher) ongoing advocacy. </i></p><p>

<p> For decades, business leaders have openly inferred higher education fails to prepare graduates to perform job duties successfully. An unprepared workforce makes it difficult for businesses to compete and produce a profit. The discipline of marketing experiences the most rapid changes due to technology advances and marketplace needs. Marketers play a critical role in the financial success of a business. A descriptive, comparative study was used to determine the efficacy of college marketing program curriculum and tested the assertions from industry leaders concerned about skills gaps related to the field of marketing. Multiple university marketing programs throughout the Midwest United States were investigated to determine what the required courses included. Additional reports from LinkedIn job recruitment sites offered current marketing employment skill requirements and employer preferences. Survey recruitment encompassed a random sampling of academic business dean&rsquo;s, marketing instructors from two-year, and four-year universities across the Midwest United States. Business participants comprised of small to large Fortune 500 companies, nonprofits, business alliances and chambers of commerce within the Midwest United States. Groups completed survey questions self-ranking marketing courses for job relevancy and rated communication attributes judged essential to succeed as a marketing practitioner. Participants agreed digital marketing and social media ranked as the most relevant courses to master for job success. There existed significant differences for the remaining ranked courses between educators and practitioners. Practitioners placed greater emphasis on analytical skill attainments such as accounting, micro, and macroeconomics over educators. Principles and practices of selling, public relations, and strategic marketing courses topped requirements marketers desired for proficient job performance. Academics ranked business ethics, international marketing, new product development, and supply chain logistics, as critical courses graduates should master. Groups revealed verbal and written communication were the top two communication attributes determined necessary to perform job duties effectively. Educators perceived attire illustrated a practical element towards job success whereby practitioners placed less emphasis on appearance. The findings of this study contribute tactical knowledge towards the discipline of marketing, for it promoted curriculum relevance within university programs designed to supply a pipeline of workforce talent. This investigation uncovered several established collaborations between academia and business as of 2017. The study recommends consistent, standardized industry and academic partnerships nationwide as accreditation criteria from the Higher Learning Commission, which may also serve as a supplemental foundation for workforce talent development.</p><p>

<p> Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students&rsquo; learning as well as teachers&rsquo; instructional time. In contrast to traditional disciplinary practices, this study explored teachers&rsquo; perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. This study was focused on the perceptions of teachers after the implementation of a program of positive behavior support in districts within the state of Illinois. Forty-five school districts were randomly chosen from each region and educational level. The research that guided the study related to the perceptions of teachers on the efficacy of the Positive Behavior Interventions and Supports system. The research was inconclusive, as teachers reported that the behavior system was needed, but it did not change the behaviors of the students who displayed challenging behaviors. This study was significant as it added to the body of research of Positive Behavior Interventions and Supports.</p><p>

<p> The purpose of this mixed-methods research design was to determine which method was the more effective keyboarding instruction&mdash;traditional, teacher-driven instruction or software-based instruction&mdash;for third-grade general education students and students with an IEP. Also examined were the perceptions of classroom teachers as to how they used technology in their classrooms and if they felt the keyboarding coursework was beneficial to their students. Participants in this study consisted of 427 third-grade students from two elementary schools and 16 third-grade teachers from the same schools located within the St. Louis Metropolitan area of Southern Illinois. This study included a quantitative portion constructed of two-groups of third-grade students. These two groups were then additionally divided into two additional student groups&mdash;general education students and students with an IEP. Timed-writing typing tests were given as pre and posttests and measured speed and accuracy scores of the two methods of instruction. From observation of the means, initial results indicated an increase in speed and accuracy scores for both methods. A two-way analysis of variance (ANOVA) was performed for each of the dependent variables to measure the statistical significance and address the research questions. Software-based instruction was recommended for both education groups. The qualitative portion included open-ended interviews with the classroom teachers. Overall, teachers were positive about technology implementation in their classroom, even though their comfort levels varied. However, teachers indicated that professional development was needed, and more access to technology for students was necessary. Teachers perceived that the keyboarding instruction did help on the online state assessment. Additional research is needed to examine the impact of keyboarding instruction and the effect it may have on computer-based standardized tests.</p><p>

<p> The purpose of this correlational study was to examine the relation between student engagement and reading attitude in an online high school learning environment using the High School Survey of Student Engagement (HSSSE) and the Rhody Secondary Reading Attitude Scale (Rhody). Subjects were administered the HSSSE and Rhody as a single survey electronically using Google Forms during the Fall 2016 semester. All subjects were enrolled in at least one online course at the time of the survey administration. A MANOVA was run to analyze the data for each research question and sub-question. Although this research found there to be no statistically significant correlation between student engagement and reading attitude in the online high school environment used for this study, the results provided a few strong trends: the relation between the number of online courses a student had previously taken and emotional student engagement and the relation between the number of online courses a student had previously taken and overall student engagement. This research found overall trends that contradict the results of research done in traditional high school learning environments, but support previous research done in online high school learning environments.</p><p> These substantial trends influence the development and implementation of policies and procedures of online high school learning environments in order to increase student engagement (behavioral, emotional, and cognitive). Although this dissertation has distinguished these essential trends, future research must investigate student characteristics and environmental factors to identify elements that lead to increased student engagement (behavioral, emotional, and cognitive).</p><p>