No abstract available. / Thesis (MPA)-University of Durban-Westville, 2000.

This dissertation discovered the factors influencing how students value asynchronous Web-based courses through the use of qualitative methods. Data was collected through surveys, observations, interviews, email correspondence, chat room and bulletin board transcripts. Instruments were tested in pilot studies of previous semesters. Factors were identified for two class formats. The asynchronous CD/Internet class format and the synchronous online Web based class format. Also, factors were uncovered for two of the instructional tools used in the course: the WebCT forum and WebCT testing. Factors were grouped accordingly as advantages or disadvantages under major categories. For the asynchronous CD/Internet class format the advantages were Convenience, Flexibility, Learning Enhancement, and Psychology. The disadvantages included Isolation, Learning Environment, and Technology. For the synchronous online Web based class format the advantages were Convenience, Flexibility, Human Interaction, Learning Enhancement and Psychology, whereas the disadvantages included Isolation, Learning Environment and Technology. Concurrently, the study revealed the following factors as advantages of the WebCT Forum: Help Each Other, Interaction, Socialization, Classroom News, and Time Independent. The disadvantages uncovered were Complaints, Technical Problems and Isolation. Finally, advantages specified for the WebCT testing tool were Convenience, Flexibility and Innovations, and its disadvantages were Surroundings Not Conducive to Learning, and Technical Problems. Results indicate that not only classroom preference, learning style and personality type influence how students value a Web based course, but, most importantly, a student's lifestyle (number of personal commitments, how far they live, and life's priorities). The WebCT forum or bulletin board, and the WebCT testing or computerized testing were seen mostly by students, as good tools for encouraging classroom communication and testing because of the convenience and flexibility offered. Still, further research is needed both quantitatively and qualitatively to ascertain the true weight of the factors discovered in this study.

<p> Are graduates of teacher preparation programs adequately prepared with the skills and knowledge to teach in the 21st century classroom? This study consisted of a quantitative content analysis to investigate the presence of 21st century knowledge and skills within a stratified random sample of teacher preparation programs in the United States as measured by the 21st Century Learning Framework. Based on the current literature, the researcher identified 21st century competencies: global awareness; digital competencies; critical thinking; collaboration; cross-cultural; communication; and problem solving. For null hypothesis numbers two through eight, the researcher determined how closely the institution's mission statements, course descriptions, syllabi, and other documents corresponded to the quantified 21st century framework. She then calculated the variance and tested the hypotheses using a z-test for a difference in proportion. For null hypothesis number one a z-test for difference in means between the ratings of the public teacher preparation program's sample and the private teacher preparation program's sample was used to determine if there were significant differences. In addition, the data was analyzed to determine if a statistical difference existed between public and private institutions' evidence of 21st century knowledge and skills. The results of the analysis supported the alternate hypothesis, noting evidence of 21st century knowledge and skills within the sample of teacher preparation programs. The analysis also supported the alternate hypotheses; there was evidence of digital literacy and critical thinking competencies in teacher preparation programs. The research did not support the alternate hypotheses related to global awareness, collaborative, cross-cultural, communication, and problem-solving competencies, thus revealing 21st century knowledge and skills were not evident in teacher preparation programs. Public institutions statistically scored higher on digital literacy skills while private institutions scored higher on critical thinking skills. Teacher preparation programs must make programmatic changes to better prepare graduates with the knowledge and skills necessary to effective lead in the 21st century classroom.</p>

<p> This investigation aimed to answer two questions: first, is there construct equivalence of self-efficacy between the <i>Self-Efficacy for Learning Form [SELF]</i> (Zimmerman &amp; Kitsantas, 2005) and the new Spanish version Escala de Autoeficacia en la Regulaci&oacute;n del Aprendizaje (EARA)?; and second, are the EARA's scores valid measures of self-efficacy for learning among law students? Throughout the validation process, the guidelines of the <i> Standards for Educational and Psychological Testing</i> were followed. A team of three translators applied the <i>forward</i> method. Furthermore, two consultants evaluated every translated item from Bandura's theoretical perspective. In a preparation for EARA's administration, six law students in their second year took a preliminary version. Additionally, their comments provided a bridge between the scores of this version and the self-efficacy construct. The first question was answered affirmatively. </p><p> To answer the second question, the EARA was administered to a sample of 159 law students during the second semester of their first year. Using SPSS, various statistical procedures were applied to obtain evidence based on EARA's internal structure as well as evidence based on an external variable. The Cronbach's &alpha; for internal consistency was .957. The factor analysis revealed 14 factors. As part of the factor analysis, the themes of the items under each factor were examined. In a predictor-criterion relationship, a correlation (Pearson r) of .179 was calculated between the variable of self-efficacy for regulated learning and the academic grade point level at the end of the semester. It was concluded that the results did not yield sufficient evidence to support a valid interpretation of EARA's scores as measures of self-efficacy of regulated learning of the participants. </p><p> Finally, various recommendations were presented for EARA's usage in future investigations.</p>

<p> This study investigated the perspectives of four students and 6 parent participants of the Voluntary Student Transfer program, an inter-district desegregation program that involves transporting African American students from urban area schools to surrounding county schools. Due to limited and dated research related to the Voluntary Student Transfer (VST) program, the researcher employed a qualitative collective case study framework which included a semi-structured interview protocol and questionnaires to gather perceptual data of parent and student participants of the program. The collective case studies revealed that parent and student participants of the VST program were satisfied with the program overall had not considered discontinuing participation for any reason. Data analysis revealed common themes addressed by parents and students to support their perceptions about the VST program. These themes included quality of education, the importance of relationships, and parent activism. Busing and the distance from home was another combined theme that developed, presenting a drawback from program participation. Because the sample size of this study represents a small percentage of the participants in the VST program, further studies should be conducted to include more perspectives within the research district and other districts implementing the VST program. </p>

<p> The purpose of this study was to determine the relationship between a teacher's observation score and the academic achievement of his or her students. Little research has been conducted in this area and no studies have been conducted that looked specifically at the Network for Educator Evaluation (NEE) observation instrument. Included in the study were 25 teachers of communication arts and 29 teachers of mathematics. These teachers were selected from schools that utilized both the NEE observation instrument during the 2012-2013 school year and were members of the Southwest Center for Educational Excellence (SWCEE). A Pearson Product Moment Correlation was applied utilizing teacher scores on the NEE observation instrument as the independent variable and the teacher effect size as the dependent variable. This study found no statistically significant relationship between a teacher's score on the observation instrument and the academic achievement of his or her students in either communication arts or mathematics.</p>

<p> While many pre-service teachers successfully passed the state licensure test, a large percentage of students from diverse school districts continue to score below average on their ending standardized state test. Instruction in Culturally Relevant Pedagogy (CRP) might diminish the discrepancy between student performance and teacher performance. The research question was: How do the three university teacher education programs prepare pre-service teachers to teach CRP? The purpose of this qualitative study was to compare three distinctive TEPs regarding how they prepare pre-service teachers to respond to the learning needs of culturally diverse student populations using CRP. Three distinct Midwest TEPs participated in this study: a Black urban and public university, a White private suburban university, and a White private rural university. The participants included three chairs/deans and 103 pre-service teachers. A qualitative case study design was selected because it can describe a real-life phenomenon. Data sources were triangulated and included interviews of chairs/deans, Culturally Relevant Teacher Self-Efficacy (CRTSE) survey results of pre-service teachers, and mission statements from the three universities. Results included ten interview themes: caring, respect, trust, relationship, student diversity, family values, sensitivity and cultural differences, student centeredness, vicarious experience, and infusion of CRP in TEP. </p><p> The results revealed that there were no important differences between the three TEPs and that they (a) comply with the state diversity standard in varying ways; (b) have chair/deans who understand CRP and are confident their TEPs prepare students to use CRP; and (c) have pre-service teachers who have above average self-confidence in all four categories of Culturally Relevant Teaching (CRT). The only mal-alignment was chair/deans confidence that they were developing pre-service teachers who are sensitive to cultural differences, but pre-service teachers lacked confidence (lowest scores, though still above average) in having the skill to create a culturally enriched environment. There appeared to be a discrepancy in what they believe they are doing and what they are actually doing. TEPs should realign the mal-alignment discovered in the interview and survey data by providing pre-service teachers the opportunity to develop skill in being sensitive to cultural differences (doing it) through cultural enrichment (having it).</p>

<p> The performance of the United States' students on international tests remains an ongoing source of concern, division, and anxiety for government, educational, and business leaders, teachers (and their unions), as well as the general public. These selfsame test results have been used as evidence to support diametrically opposed political and educational strategy and policy for decades. All too often the performance of students is discussed with a single test score number that is used to represent the entirety of the education system's students without accounting for geographical, demographic, or socioeconomic differences among the student test takers. The contributing factors of the national level performance are often summed up simplistically as resulting from underfunded school systems or under qualified teachers. These generalized assessments and underlying national angst are also often based on the mistaken perception that the United States once led the world in international testing and that the declining performance is a grave indicator of the nation's economic and social future. </p><p> Researchers have begun to produce studies showing a far more nuanced interpretation of national level scores that point to much different contributing factors; in particular, poverty. Somewhat unexpectedly for the world's largest economy, the United States' poverty level is nearly the highest of all nations taking standardized international tests. These studies show that when international test results are controlled for certain socioeconomic factors that the United States scores are at, or very near, the top of the international tables. This study supported the body of evidence that poverty is the greatest hindrance to the academic achievement of the nation's students and sought to better understand the unique contributors to achievement of the nation's poor on the mathematics portion of the Program for International Student Assessment test depending upon the socioeconomic composition and geographical location of a student's school.</p>

<p> Transition years and grade configurations for middle level students have been a topic of debate since the onset of middle schools in the 1970s. With increased educational accountability, some school districts are beginning to change back to K-8 configurations. </p><p> The purpose of this study was to investigate the difference in student achievement during the transition year and provide information to school administration as to the optimal year to transition students from elementary to middle school. Transition year achievement was examined among 5th -7th grade students in Missouri and grade configurations were compared by analyzing 8th grade achievement in three separate grade configurations. </p><p> Significant differences in student achievement were uncovered during the analysis of the student achievement data. A significant decrease in student achievement was found between two independent fifth grade groups in English Language Arts and mathematics. Cohorts in sixth and seventh grade did not show a statistically significant difference in student achievement during the transition year. Significant decreases were found in English Language Arts scores between the transition year and pre-transition year along with the transition year and post transition year. In both scenarios the transition year score was significantly lower than the post and pre-transition year score. A significant difference in mathematics achievement was found between fifth and seventh grade transition year students with seventh grade transition year students attaining a higher mean score than fifth grade transition year students. Grade configuration and timing of the transition to middle school did not have an impact on eighth grade student achievement.</p>

<p> With healthcare moving rapidly toward interprofessional expectations, this study examined the perceptions of a particular population of students pursuing a degree in the healthcare field. Pharmacy students attending a free-standing pharmacy institution were interviewed over the course of the 2012 - 2013 academic year. Interviews were conducted before, during, and after the students engaged in collaborative coursework with students from a variety of health care majors attending a nearby institution. The results demonstrated the positive impact exposure to peer students pursuing degrees in health care fields can have. Results of the interview process highlighted the impact intentional interaction with a variety of students (i.e. medical, nursing, social work, physical therapy, occupational therapy, and physician assistant students) had for the students at the free-standing pharmacy institution. Results also demonstrated an increase in the perceived value of collaboration with other health care professionals. Additionally, results highlighted the importance of respect and communication as active components of interprofessional collaborations. Study participants grew in their understanding of their own role in the field of healthcare. Lastly, the depth of participants' understanding of optimal patient care grew over the course of the intentional interaction during the academic year. Along with presenting and analyzing the results of the interview process, this document makes suggestions regarding practical application of said results to the academic curriculum at an institution granting only a pharmacy degree.</p>