<p> With the increase in enrollment in online courses, comes the need for institutions to continue to encourage success and persistence, and ultimately provide appropriate support services. Additionally, postsecondary institutions have seen an increase in the number of nontraditional students enrolling in online courses as a means to further their education. Research indicates that nontraditional students may have different needs than traditional students. Because of this, it is important to examine if there are also differences in the factors that may lead to success for students in each group. Three research questions were designed to determine the success factors necessary for each group. These questions examined success factors for nontraditional students, success factors for traditional students, and whether there were differences in the success factors for each group. The participants in this quantitative study included students enrolled in an online undergraduate introductory computer course at a proprietary school. A survey was administered to gather data related to age, gender, work status, military experience, high school GPA, social networking usage, self-esteem, responsibility, technology skills, and organization. Final course grades were obtained in order to examine which students were successful, where success was defined as earning a grade of C or better. Data analysis revealed that the success factors for nontraditional students included being female and perceiving oneself as being responsible. In the traditional student group, being female was the only factor indicated as being necessary for success.</p><p>

<p> This exploratory case study was designed so that I could investigate the writing processes of sixth-grade students when composing traditional and digital compositions. With the increase in multimodal composing in classrooms, understanding how students compose and what traditional print text skills can be appropriated for digital composition is important. This knowledge will guide educators in how to effectively develop pedagogies to support digital writing development. I used a teacher-research paradigm to guide this study. I found several key factors that influence student writing through document analysis, participant interviews and stimulated recall sessions. Knowledge of purpose impacted student awareness of audience that in turn impacted revision processes. In addition, I discovered that students&rsquo; traditional writing knowledge was insufficient when composing digitally. While students possessed declarative knowledge for what they wanted to compose, they were unable to produce the types of digital compositions that met the rhetorical demands of the task. While digital writing motivated the students, they did not possess the knowledge to produce a digital composition that maintained the integrity of their compositions. During interviews, it became evident that the participants lacked rhetorical knowledge about digital composition and reverted to the knowledge they possessed about print writing. Utilizing the more familiar rhetorical knowledge they possessed about composing traditional text created digital compositions that did not utilize the affordances that digital writing offers to create meaning. These finding can impact the way digital composition is taught in school to ensure that students possess the necessary rhetorical skills for creating digital compositions.</p><p>

<p> The college education gap between Latinas/os and whites has grown to 29 percentage points (Kolodner, 2017). I am a product of this gap. As a high school principal, I believe the solution to this problem lies within the creative minds of school principals/leaders. When a resource was not available to address the college readiness gap at my campus, I created one. The resource I created is <i>College Ready-the Game</i>. You can create one too! </p><p> The purpose of this qualitative study is to discover the experiences of middle and high school AVID students who played <i>College Ready-the Game</i>. John Dewey&rsquo;s theory of pragmatism guided the study. The intent behind the development of <i>College Ready-the Game</i> was to create a vocabulary resource that students can <i>learn by doing</i>. </p><p> The methodological framework was based upon tenets of Action Research. Patterns of experiences from participants of the same social group (students in the AVID program) that had played the college-ready game were observed through an interpretivist lens. Data from interviews were unitized and sorted into categories. </p><p> Secondary AVID classrooms who most widely use the game were chosen for the selection of participants. The classrooms are located in Title I and Non-Title I campuses to help ensure diversity of the participants. </p><p> The emergent patterns of responses conclude the following: &bull; Game-play of <i>College Ready-the Game</i> sparked conversations that developed college-ready vocabulary. &bull; <i>Physical movement, competition, and repetition</i> of <i>game-play</i> motivated students to learn college-ready vocabulary. &bull; <i>Community of inquiry</i> and a <i>college-going culture</i> were established through game-play. &bull; <i>Bank of college-ready vocabulary</i> empowered students to participate in <i>college-talk</i> and earn <i>social and cultural capital</i>. &bull; The <i>social and cultural capital </i> led the students to the critical <i>predisposition</i> stage to pursue college with their counselors, peers and parents. </p><p> While the study adds to the literature of college readiness, future qualitative studies are recommended to uncover the experiences from a variety of student and parent populations, such as speakers of other languages. Longitudinal quantitative studies are recommended to discover the effects of students who play <i>College Ready-the Game</i> throughout their school years. </p><p>

<p> Research indicates a need for teacher education programs which include embedded computer assisted language learning (CALL) to support teachers&rsquo; technological pedagogical and content knowledge (TPACK) of how to employ technology in classroom settings. Researchers also indicate a need to better understand the knowledge-base of language teacher education (LTE), including a teacher&rsquo;s possible 40 year career through ever changing technology. </p><p> This mixed-method case study examines the use of iPads by four teachers, who represent maximum variation in their teaching and technology experience, in two mostly homogenous schools. The study looks specifically at how teachers&rsquo; perceptions of 1) teaching, 2) technology, 3) using technology and 4) their students shape the way they use iPads with English language learners. It also examines what supports facilitate the use of iPads for instructional purposes in second language classrooms. </p><p> I focus on the use of iPads in a one-to-one implementation in a technologically embedded context because iPads are a relatively new innovation in classrooms, with the potential of changing instruction. Such changes may contribute to the challenges and benefits of being an effective teacher in the English language teaching (ELT) classroom. Research on the use of iPads in classrooms has been previously limited to mostly suggestions for use and has given little guidance in how this disruption will assist and challenge teachers. </p><p> TPACK is used as a powerful construct based in a reconceptualization of the language teacher education (LTE) knowledge-base, indicating influences of context, teachers and their perceptions, identity and agency and activities in the classroom. These factors suggest ways which classroom technology and teacher, student, administrative and contextual influences may mediate the activities of teaching and learning in the classroom. </p><p> The data show a correlation between teachers&rsquo; practices with iPads and their previous experiences using technology in the classroom. Teacher groupings demonstrated differences in teaching based on their experience using technology and teaching. Schools showed differences only in terms of some choices made by the administration. Students&rsquo; effects on the use of iPads is minimal, except for instances of how student behavior affected the classroom.</p><p>

<p> American schools are becoming increasingly diverse, with an estimated 17 million first- and second-generation refugee and immigrant children residing in the United States. English learners navigate the challenges of learning how to read, write, and speak a new language, all while being expected to stay on grade level. Classroom teachers nationwide are looking for engaging ways to meet the needs of their students, despite resource and budget deficits. The purpose of this study was to explore the role that student-created vodcasts, or video podcasts, may play in the English acquisition of a Haitian learner. This research question morphed to focus on the perceptions and practices of this student&rsquo;s middle school teacher of English for Speakers of Other Languages (ESOL) in using vodcasting and other technologies to facilitate his English acquisition. A second research question explored the role of sociocultural learning regarding the learner&rsquo;s creation of vodcasts. Guiding bodies of research in this work included second language acquisition research, particularly regarding identity formation involving brain-compatible teaching, sociocultural learning, and culturally relevant pedagogy (CRP). Data collection occurred between January 2015 and May 2015. The student and his teacher shared their perspectives in six interviews each during the data collection process. Other data sources included 2 student-created vodcasts, 1 created in a group and 1 created by the student alone, a writing sample, and results from the previous school year of the state English as a Second Language Achievement Test (ESLAT). The teacher found that the vodcasts, in combination with other factors, helped the student reflect on his writing, particularly regarding punctuation, and that he overcame an error with comma splices immediately after recording a vodcast. The student found that the practice of vodcasting, in combination with other factors, helped him practice academic language, as required by his teacher for the assignment. The teacher allowed the student to work individually for the second vodcast assignment, and stated that the result was of much higher quality overall, particularly noting an increase in the amount of time the student spent speaking. The data indicated that vodcasting, in conjunction with other strategies supporting language acquisition, might have played a positive role in the student&rsquo;s progress in his ESOL class. Furthermore, according to both the student and the teacher, independent creation of the video was more effective for him than collaborative group work, which the teacher explained may have had causes rooted in the student&rsquo;s home culture.</p><p>

<p> The purpose of this collective case study was to explore digital badging in educational institutions as support for K-12 practitioners struggling to integrate technology into pedagogical practices. The researcher conducted a mixed-method study that captured perceptions about digital badges and follow-up interviews with selected badge users to explore their viewpoints further. The goal was to generate a detailed case description, identify participants&rsquo; self-assessment of technological pedagogical content knowledge (TPACK), and define those attributes that are deemed important or not useful to <i> Open Badge Course</i> earners that participated in the study. </p><p> Ten individuals from a Northern California region completed the survey and four participated in an interview process. Results from the survey found that participants highly valued the convenience, accessibility, and ability to self-pace afforded by the course. They valued being able to set their own learning goals and to begin and work at their own level of expertise. The game-like features and personal achievement were motivating factors to earn and complete badges. The course experience allowed time for cumulative study to learn and implement technology into teaching. The course experience supported their understanding of technological pedagogical content knowledge (TPACK). </p><p> The interviews provided detailed information regarding perceptions and experience with the Open Badge Course. Six themes emerged from thematic analysis of the interview data: affordances of course content and course design, recommendations to sustain and improve the course, challenges of course content and course design, ways experience impacted/changed teaching, motivation for learning, and ways experience impacted/changed learning. Participant responses indicated that modifications were necessary for the course to be effective. The areas of challenge included: a lack of timely assessment of learning, constraints from rigor and management of badge levels, lack of relevant or meaningful badges related to the grade level taught, and difficulties with mechanical/operational procedures to access and complete required activities. </p><p> Facing obstacles are not unique to digital badge project developers. The challenges identified in this collective case study provide valuable information for developers in redesigning future iterations of digital badge systems. Recommendations include how development of similar systems for informal professional learning within formal institutions of learning can be effective.</p><p>

<p> Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor&rsquo;s degrees, and in 2012, 33.5% of Americans held bachelor&rsquo;s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor&rsquo;s degree earn approximately $2.27 million, those with master&rsquo;s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011). </p><p> Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor&rsquo;s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction. </p><p> In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education&mdash;in which students are obtaining bachelors, masters, or doctoral degrees&mdash;takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones. </p><p> The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.</p><p>

<p> The purpose of this study was to determine if students in identified Illinois high schools who were a part of a one-to-one (1:1) laptop program achieved higher results on the computer-based Partnership for the Assessment of Readiness for College and Careers (PARCC) assessment than students in identified Illinois high schools that did not participate in a laptop program. In addition, gaps between males, females, large high schools, and small high schools were analyzed to discern if laptop programs possibly helped close achievement disparities. This study used a quantitative, non-experimental design that focused on a causal-comparative analysis of archival data from the 2014-15 school year. Participants were students in identified Illinois high schools who were administered the English/language arts and math components of the computer-based PARRC assessment. Results showed no statistical significance in English/language arts achievement scores between students who participated in a 1:1 laptop program and those that did not participate in a 1:1 laptop program. As for the math portion of the PARCC, there was a statistical significance as students that did not participate in 1:1 laptop programs scored higher than students that participated in 1:1 laptop programs in all areas except for students in small high schools. Students in small high schools that participated in 1:1 laptop programs scored significantly higher than their counterparts that did not participate in 1:1 laptop programs. The findings from this study indicated that 1:1 laptop programs may not increase student achievement on computer-based assessments.</p><p>

<p> This study investigated secondary mathematics pre-service teachers&rsquo; (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick &amp; Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, &amp; Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students&rsquo; actions and enables them to reorganize their thinking (Pea, 1985). </p><p> The findings indicated that the PSTs&rsquo; technology knowledge was limited in terms of the content. It was clear that these PSTs&rsquo; technology knowledge, the capability of technology, ease of use, availability of technology in the context, students&rsquo; familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer. </p><p>

Research on learning to teach mathematics reveals that mathematics teaching is a complex process (Lerman, 2000) and classroom teaching and learning is a “multifaceted, extraordinarily complex phenomenon” (O’Connor, 1998, p. 43). Moreover, research reveals that the mathematics reform agenda has had an impact on what happens in the mathematics classroom, however, the impact has been superficial (Kazemi & Stipek, 2001) with teachers often retaining their pre-reform habits and attitudes in regards to mathematics teaching and learning (O’Connor, 1998). This study examined the reform discourse practices that three novice teachers, who had been enrolled in a reform based methods course during their preservice teacher education program, adopted, adapted, or ignored as they attempted to engage students in mathematical conversations. Data sources included interviews, field notes, artifacts, and transcripts of videotaped classroom lessons. The primary research questions guiding this study included: (1) What reform-oriented discourses practices do novice teachers, who participated in a reform-based mathematics methods course adopt? What practices do they adapt? What practices do they ignore as they engage students in mathematics conversations? and (2) What issues and challenges surface as novice teachers begin to enact reform-oriented discourse practices? Results indicated that despite holding beliefs that reflect the basic tenets of mathematics reform, theses novice teachers represent a continuum of practices ranging from traditional to reform. Evidence suggests that adopting the reform-oriented practice of eliciting different solutions was critical in the development of social norms that reflect mathematics reform. Eliciting different solutions served to focus classroom conversations on meaningful student generated explanations and justifications. Moreover, evidence suggests that enacting the practice of eliciting different solutions was instrumental in enacting other reform-orientated practices associated with the development of reform-oriented socialmathematical norms. Lastly, results indicate that the pressures of teaching in an underperforming school, as defined by state standardized high stakes tests, can impact a novice teacher’s ability and willingness to adopt mathematics reform practices.