<p> Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students&rsquo; organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.</p><p>

<p> Teacher preparation colleges and universities have been studied to determine best practices and respond to educational reform. Education as a whole has been criticized for the rate at which reform occurs. Technology in education has its roots in the early 1990s, but best practices to provide professional development to current teaching staff and in the teacher preparation programs continue to evolve.</p><p> This study shows the outcomes of a unique school-university partnership preparing pre-service teachers to purposefully integrate technology in their future classrooms. Six Duquesne University interns were followed through their university technology integration course and during their semester internship at a Pittsburgh area school district with technology rich classrooms. This investigation is distinctive as the interns were embedded field experiences focusing on technology prior to their student teaching experiences. In documenting the interns&rsquo; stories, their narratives further inform the effect of such opportunities and advance school-university partnerships for the purpose of better preparing teachers for today&rsquo;s technology-rich classrooms and reduce or eliminate the Second Level Digital Divide.</p>

<p> Studies show that students in lower socioeconomic status (SES) districts tend to have fewer resources, and in turn have greater achievement gaps than their affluent peers from neighboring districts. In an effort to bridge these gaps, schools have turned to 1:1 computing to bring electronic resources to their students that they might not have otherwise. However, to date there are minimal studies indicating whether or not high school students are willing to accept technology for classroom instructional purposes. This study examined the extent to which student demographic characteristics (e.g., sex, race/ethnicity, SES) are related to their acceptance of Chromebook use for instructional purposes during the initial implementation of a 1:1 initiative using framework of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study used quantitative correlational methods, using data from a survey that was administered to 171 public high school students in the Midwest region of the United States. Results indicated that the UTAUT model was upheld. Effort expectancy (EE) and performance expectancy (PE) positively predicted behavioral intention (BI), and race/ethnicity also had a relationship with BI. This study also found statistically significant interaction effects for experience &times; PE as well as gender &times; EE. Additionally, this study found that while including SES as a moderating effect did not result in statistically significant effects, the inclusion of the PE &times; SES and EE &times; SES interaction effect in the model resulted in a statistically significant relationship between race/ethnicity and BI.</p><p>

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains xii, 224 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 169-176).

Title from title page of PDF (University of Missouri--St. Louis, viewed February 9, 2010). Includes bibliographical references (p. 111-130).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 83 p. Vita. Includes abstract. Includes bibliographical references (p. 54-60).

<p> This research provides a guide to understanding, preparing, and performing Arnold Schoenberg&rsquo;s last completed opus, &ldquo;De Profundis&rdquo; (Psalm 130) Op. 50B, within the context of the Hebrew chant that inspired it and Schoenberg&rsquo;s other religious works, sketches, archival correspondence, and interviews with conductors. Theoretical and contextual analysis reveals significant discoveries relevant to an informed and accurate performance of the work. &ldquo;De Profundis&rdquo; embodies Schoenberg&rsquo;s mature and most flexible twelve-tone writing at the peak of his spiritual development. Op. 50B is a serial <i>a Cappella</i> composition scored for six-part mixed chorus with great rhythmic and melodic independence in the vocal lines, including soprano and baritone solos and choral <i>Sprechstimme</i>. A composer&rsquo;s final opus is generally regarded as his highest achievement, yet Op. 50, and in particular &ldquo;De Profundis,&rdquo; has received relatively little attention from music theorists or performers. While this research includes the traditional study of the composer and the score, there is also focus on distance learning through digital media and a symbolic interpretation of &ldquo;De Profundis&rdquo; that provides unique opportunities to engage the performer and audience. Through these efforts, others may be encouraged to hear and perform this beautiful work and to explore this unique method of rehearsing.</p>

Thesis (M.S.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 55-56).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 196-202).

<p> The purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students. </p><p> To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the technology acceptance model (TAM). The question that the researcher hopes to answer, which is a guiding question for this research is: </p><p> What factors influence student preparedness for computerized assessments? </p><p> The researcher attempts to answer this question by conducting surveys and interviewing teachers. The researcher codes and then analyzes the quantitative data using IBM&rsquo;s Statistical Package for Research Software Program (SPSS) and codes the qualitative data using NVivo, a data analysis tool, to determine common themes about beliefs about technology. Major sections covered in this document include an introduction, review of the literature, methodology, results, and discussion. </p><p>