<p> A gap in the knowledge of literature was found in that no research had been performed examining the effect different physical learning environments have on cognitive load levels. This is important because high cognitive load levels are known to affect learning. The purpose of this quantitative correlational study is to examine the relationship between the overall, intrinsic, and extraneous cognitive load and the physical learning environment (online and traditional classrooms) of undergraduate college students in an Introduction to Psychology class, at a medium-sized liberal arts college. Cognitive load theory provides a framework that has been used extensively to promote learning. Cognitive load refers to the total amount of mental activity imposed onto the learner. Research noted what has not been examined is how different physical learning environments may affect cognitive load. For this study, the physical learning environment is the place where learning takes place. Three research questions sought a correlation between cognitive load levels and the physical learning environment, online or traditional classroom. The Leppink scale was used to measure cognitive load. A survey was sent, one week in December, until the minimum sample size was determined. Data were determined using a Spearman correlation. The findings indicated no significant relationship exists between Overall Cognitive Load and the physical learning environment (<i>r_s</i> = &ndash;0.011, <i>p</i> > 0.05), Intrinsic Cognitive Load and the physical learning environment (<i>r_s</i> = &ndash;0.082, <i>p</i> > 0.05), and Extraneous Cognitive Load and the physical learning environment (<i>r_s</i> = 0.086, <i> p</i> > 0.05). Recommendations for future research include looking at gender differences and testing at different times during the semester. </p><p>

<p> This study examined the effect of Math to Mastery and a randomized version of Math to Mastery at increasing digits correct per minute (DCPM) for three elementary-aged students. All three students received the standard and randomized version of the math fact fluency intervention, and progress was monitored using an adapted alternating treatments design. Data was collected and student progress was monitored to examine whether the randomized version of Math to Mastery would be just as or more effective than the standard version of Mast the Mastery. Results of the study indicated the standard version of Math to Mastery to be more effective than the randomized version for all three students at increasing digits correct per minute.</p><p>

<p> During the past few decades, holistic education has increasingly emerged in academia. However, limited research has been conducted on how holistic education impacts instructional practices in real life situations like the well-being of cancer patients. The purpose of this qualitative study was to explore how a holistic education program impacts instructional practices designed to improve the well-being of cancer patients. The conceptual framework was based on transformative learning theory and learner-centered teaching. This single case study was conducted at a non-profit cancer center in the Western United States which emphasizes multiple dimensions of well-being for cancer patients, including holistic education. Participants included four instructors at the center. Data were collected from individual interviews with these instructors, reflective journals that they maintained, and documents and archival records related to the center and its education programs. Data analysis involved line-by-line coding and categorization to identify patterns and themes. Results revealed that holistic education improves the knowledge, comfort, self-efficacy, and empowerment of cancer patients. Results indicated that it would be useful to conduct more studies to explore the impact of holistic instructional practices on patients with cancer. This study contributes to social change by providing instructors and health professionals with a deeper understanding of holistic instruction and how it can be used to improve whole-person healing. </p><p>

<p> Organizations invest billions annually in the form of Tuition Assistance Programs (TAP) with little knowledge as to the reasons why employees choose to participate. The purpose of this multiple exploratory case study was to explore the perceptions of employees with access to a TAP of at least $5,250 per year. Interviews were conducted with 17 participants to elicit input on the perceptions and rationales related to participation in the program. In Case One (participators), the data suggests that communicating the intentions of the programs through marketing and individual development plans (IDPs) could help employees differentiate these programs from standard benefits. Next, the support role that managers played in the decision-making process encouraged participation and therefore, engaged them with work. In Case Two (non-participators), the data suggests that time is a considerable factor that prevented participation. Additionally, institutional barriers, such as financial holds on previously earned transcripts or an inability to apply work experience as experiential credits, caused discouragement and demotivated employees to participate. Lastly, this study provided the opportunity for cross-case analysis, which showed that manager support, regardless of the decision to participate in the TAP, improved an employee&rsquo;s engagement and motivation at work. The analysis also showed that the intention, value, and benefits of the employers&rsquo; TAPs were not understood by the employees with access to participate. Implementation of IDPs for those eligible to participate in the program could help employees make the connection between the investments made in their education and their future career opportunities with their employer. </p><p>

In recent years there has been growing awareness of the unique challenges facing children recovering from an acquired brain injury (ABI). Within the literature, much has been written about the importance of a variety of therapeutic interventions throughout the rehabilitation process. However, the role of the teacher is rarely mentioned in the discussion of early-stage rehabilitation, despite the central role school plays in the lives of children. Using a case study methodology, this study investigates the benefits of extended educational and therapeutic collaboration, facilitated through the involvement of a hospital teacher. Three cases from a children's hospital are explored, beginning at the time of each child's accident, following through several months of intensive rehabilitation, and culminating in the eventual return to the community school. Through immersion and crystallization (Crabtree & Miller, 1999) the study identifies three meta-themes emerging from the transcribed voices of student, family, hospital and school, as participants describe the rehabilitation experience from their own perspective. Results are offered in a reader's theatre style presentation (Meyer, 2001) to emphasize these contrasting perspectives. The research offers compelling evidence that the early intervention of a rehabilitation school provides hope, normalization, motivation and a functional context for therapy for these individuals. Teamwork and communication between school, hospital and family is observed to be an effective method of establishing a baseline profile as individual rehabilitation goals are established. This teamwork approach supports teacher education and facilitates planning for success as the student returns to the community school. From the data, a socio-cultural model for paediatric rehabilitation is developed. This model provides a framework for much needed socialization and family advocacy, while addressing the need for ongoing support.

This qualitative autobiography explored the educational experiences of three adults who were bereaved in adolescence by the deaths of their fathers. Part of the purpose of this study is to make meaning of the school experiences of the participants after their fathers died. Three stories of bereavement are told to illuminate the needs of the participants at school. These needs are to communicate about their bereavement, to receive acknowledgement of their father's deaths and to feel affirmation from their peers. Data reveal that teachers and school personnel rarely addressed participants' needs. More could have been done to help the participants work through their bereavement while at school. For example, media such as art, literature, and music are explored in this study as means to work creatively with bereavement. These media are called sign systems, and are presented in this study as resources teachers can draw from to raise awareness of the human experience of bereavement. Suggestions for incorporating sign systems in the classroom setting are offered to integrate discussion about bereavement and grief with school curriculum. A Representation of Data Interpretation web is presented to illustrate the stories of the participants, and how three bereaved people work through bereavement together. The findings of this study suggest that bereavement is not a malady to be euphemized and covered up, rather, open communication about bereavement in the school setting can increase empathy and understanding about the lives of our fellow human beings: their struggles and successes.

<p> The topic of this study was student motivation and intention to graduate at a for-profit university. The research problem addressed is only 23% of bachelor&rsquo;s degree-seeking students at for-profit universities persist to graduate within six years. Students who leave without graduating incur more debt and earn less money over time. Grounded in an integration of self-determination theory and the theory of planned behavior, the purpose of this quantitative, casual comparative study was to predict student intention to persist to graduate based on motivational profiles. Cluster analysis revealed two distinct motivational profiles (internally motivated and externally motivated) of 158 students at an online, private, for-profit university. Differential tests indicated attitude and subjective norms were significantly different between the two profiles. The significant differences between the two profiles offers support for the multidimensional nature of motivation as argued by self-determination theory. Therefore, is recommended that future research adopt a person-centered approach in investigating student motivation. However, no differences were found between motivational profiles and intention to graduate. Regression analysis confirmed motivational profiles did not predict intention. The lack of difference between motivational profiles and intention challenges the integration of self-determination theory and the theory of planned behavior. Since all students in this study had high levels of intention to graduate, but only 31% are graduating at this university, it is recommended that future research use a longitudinal approach to investigate the sustainability of distinct motivational profiles. The results offer insights into the motivations of bachelor&rsquo;s degree seeking students attending a for-profit university. Over two-thirds of the students in this study exhibited external forms of motivation. It is recommended practitioners employ methods to increase autonomous forms of motivation in the online, for-profit educational setting.</p><p>

<p> School readiness incorporates children&rsquo;s academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children&rsquo;s development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis. </p><p> The current study explores the role of sleep quantity and quality in young children&rsquo;s development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1^st graders, and c) the role of sleep quality and quantity in young children&rsquo;s development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1^st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.</p><p>

<p> Studies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators&rsquo; pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study emphasized the diverse geographic locations of urban high school educators&rsquo; pre-service institutions and the perceptions of their pre-service and in-service education regarding 5 student health-related antecedents to conflict and violence in school. Data collection included individual audio-recorded interviews and a follow-up focus group. Data was analyzed by participant&rsquo;s responses to interview questions that aligned with research questions. Data was then coded, cross-coded, and triangulated to generate themes. The results indicated that pre-service teacher education programs are not addressing conflict resolution and violence prevention in schools among pre-service teachers. Further, study findings indicate that teachers and administrators are currently experiencing student health-related antecedents to conflict and violence in school. Research findings also indicated that in-service training is failing to address these critical issues. This study could impact positive social change by implementing relevant and innovative education within pre-service and in-service educator training to address school-level violence.</p><p>

<p> This study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefits that ECCE programs can provide, leading to a greater interest in the field of ECCE globally. International/global ECCE is predominantly determined by Western derived theories and programs. Some Western derived ECCE programs assert their universal applicability, but there is criticism and opposition to the perceived ethnocentricity of these programs. Such resistance raises fundamental questions about what forms globally orientated ECCE programs should take. </p><p> This exploratory comparative case-study explores the <i>lived-experiences, perceptions</i> and <i>praxes</i> of ECCE educators in Lebanon and Denmark, as well as the <i>habitus</i> from which these arise. These constructs were investigated through the use of a qualitative, comparative, embedded-design case-study. In-depth phenomenological interviews, structured and unstructured observations/participant-observations and document analysis were used to collect data. The data was analyzed thematically utilizing open/axial/selective coding and a priori themes. </p><p> The four participants&rsquo; perceptions converged with regards to the perception that child-educator ratios have implications for ECCE praxis. All the participants held that their approaches to ECCE were child-centered, although their interpretations of what constituted child-centered praxis differed. The participants believed that parents play an important role in ECCE, but the relationship between educator and parent is not always easy. Finally, all the participants felt a deep love for ECCE, and had done so ever since they first came into contact with the field. The Lebanese and Danish cases diverged on their perceptions of ECCE curriculum and whether or not they believed that ECCE praxis is an extension of motherhood.</p><p>