<p>A study was conducted at an urban Title I high school in Southern California to explore the effects of clickers on student learning in a chemistry classroom. The study used a teaching strategy that placed students into groups of four to give them the opportunity to participate in active learning. While participating in active learning, the teacher used a 4&ndash;5 item multiple-choice assessment that utilized the question-cycle approach which required students to discuss the question, review and revisit the content before entering responses into individual clickers. Quantitative data was analyzed via an ANCOVA. Results suggest that there is not a relationship between students learning and the use of clickers, per end of unit test. However, when looking at a subgroup of lower performing students (those who had not yet passed the high school exit exam), results suggest that students in the treatment group who used clickers in the question-cycle strategy scored significantly higher on the end of unit test. </p>

<p> The Next Generation Science Standards (NGSS) call upon K-12 science teachers to provide authentic science and engineering practices which deepen understanding of core ideas and crosscutting concepts (NGSS Lead States, 2013). Probeware technology provides exposure to these scientific practices; however, there is a disconnect between the frequency of teacher probeware use and these current mandates. Additional research is needed to study how probeware is used to improve learning outcomes.</p><p> This descriptive mixed method case study focused on the pedagogical practices of middle school science teachers in one department, identified conditions of deep learning in probeware lessons and examined whether probeware creates a learning advantage on a state science assessment. The qualitative findings of this case study indicate that probeware provides an affordance over traditional lab equipment and allows more time for deep learning as shown in the artifacts of instruction and teacher narrative. Quantitative methods were used to compare student performance scores on the 2016 8^th Grade Science Pennsylvania System of School Assessment (PSSA): this metric allowed for the comparison in performance between students of the participating teachers who use probeware (<i>n</i> = 349) and students in the same district who do not use probeware (<i>n</i> = 332). An attempt was made to control socioeconomic and demographic variables to make a valid comparison between students exposed to the same curriculum from two middle schools within the same district. The employed methodology was the first of its kind to correlate student use of probeware technology to performance on specific sections of a state-wide science assessment.</p><p> This study found that students who use probeware had slightly higher mean scores in the Nature of Science reporting category and its three sub-sections; however, statistical differences were revealed in only one sub-section: Reasoning &amp; Analysis. This is the section where students are required to explain, interpret and apply knowledge presented in graphical form. These findings are relevant because they suggest that the use of probeware provided a learning advantage on questions requiring an understanding of graphs. Statistical differences in mean scores were also noted in the Physical Science and Biology reporting categories, while no statistical differences were recorded in the Earth &amp; Space reporting category.</p><p> The results of this case study benefit science teachers, science supervisors, curriculum developers, and researchers who are tasked with aligning curricula to the NGSS. The correlation between the use of probeware and higher student performance scores supports the inclusion of this technology in elementary and secondary science.</p><p>

<p> Despite the robust literature surrounding the benefits of blended learning including improved student learning and positive student perceptions of learning (Bishop &amp; Verleger, 2013; O&rsquo;Flaherty &amp; Phillips, 2015), simply rearranging the structure of activities or incorporating technology does not ensure a more meaningful learning experience (Duffy &amp; McDonald, 2008; Gopal et al., 2010; Lim &amp; Morris, 2009; Mitchell &amp; Honore, 2007; Okojie, Olinzock, &amp; Boulder, 2006). There exists a danger of educators attempting the transition to blended learning without thoroughly understanding how it works (Ash, 2012). Considering the definition of blended learning as &ldquo;the organic integration of thoughtfully selected and complementary F2F and online approaches and technologies&rdquo; (Garrison &amp; Vaughan, 2008, p. 148), achieving meaningful learning in the blended classroom requires intentional design, mindful collaboration, and complete integration between the F2F experience and asynchronous online technology. Therefore, this study aimed to understand how anatomy faculty create meaningful learning spaces within their blended anatomy course. By conducting formal research that is focused on understanding the experiences of anatomy faculty in their blended learning course through the theoretical framework of community of inquiry, collaborative learning, and discovery learning, this study informs current and future undergraduate anatomy education by providing insight into how learning happens within this space.</p><p>

<p> Teaching at an online school is so different from classroom teaching that traditional training includes few of the skills necessary to be a successful online teacher. New teachers to an online environment face a steep learning curve in how they&rsquo;ll use the instructional technology, prioritize their time, and establish relationships with their students. The literature has advice for these teachers about effective online practices, but there has been little research to establish which strategies are most effective in motivating students. This pre-experimental study, conducted at an online 6th-12th grade hybrid school, investigated the practices used more often by the most effective teachers. Teacher effectiveness was measured by the number of assignments their students had not completed on time. Recognizing that the effectiveness of different practices will vary from student to student, the research analysis included two covariates, measured by surveys: the academic identity and motivational resilience of the students, and the students&rsquo; self-reported preferences for motivational strategies. More effective teachers were found to make videos more frequently, both of the teacher for motivational purposes and recorded by the teacher to help students move through the curriculum. Quick grading turnaround and updating a blog were also more common with all effective teachers. Distinct differences between middle and high school students came out during data analysis, which then became a major point of study: according to the data, more effective middle school teachers emphasized individual contact with students, but the less effective high school teachers spent more time on individualized contact. The surveys used in this study could be modified and implemented at any online school to help teachers discover and then prioritize the most effective strategies for keeping students engaged.</p><p>

The purpose of this study is to investigate student interactions with simulations, and teacher support of those interactions, within naturalistic high school physics classroom settings. This study focuses on data from two lesson sequences that were conducted in several physics classrooms. The lesson sequences were conducted in a whole class discussion format in approximately half of the class sections and in a hands-on-computer small group format in matched class sections. Analysis used a mixed methods approach where: (1) quantitative methods were used to evaluate pre-post data; (2) open coding and selective coding were used for transcript analysis; and (3) comparative case studies were used to consider the quantitative and qualitative data in light of each other and to suggested possible explanations. Although teachers expressed the expectation that the small group students would learn more, no evidence was found in pre-post analysis for an advantage for the small group sections. Instead, a slight trend was observed in favor of the whole class discussion sections, especially for students in the less advanced sections. In seeking to explain these results, qualitative analyses of transcript and videotape data were conducted, revealing that many more episodes of support for interpreting visual elements of the simulations occurred in the whole class setting than in the matched small group discussions; not only teachers, but, at times, students used more visual support moves in the whole class discussion setting. In addition, concepts that had been identified as key were discussed for longer periods of time in the whole class setting than in the matched small group discussions in six of nine matched sets. For one of the lesson sequences, analysis of student work on in-class activity sheets identified no evidence that any of the Honors or College Preparatory students in the small groups had made use in their thinking of the key features of the sophisticated and popular physics simulation they had used, while such evidence was identified in the work of many of the whole class students. Analysis of the whole class discussions revealed a number of creative teaching strategies in use by the teachers that may have helped offset the advantage of hands-on experience with the simulations and animations enjoyed by the small group students. These results suggest that there may exist whole class teaching strategies for promoting at least some of the active thinking and exploration that has been considered to be the strength of small group work, and appear to offer encouragement to teachers who do not have the resources to allow their classes to engage regularly in small group work at the computer. Furthermore, these examples suggest the somewhat surprising possibility that there may be certain instructional situations where there is an advantage to spending at least part of the time with a simulation or animation in a whole class discussion mode.

<p> The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the predictor variables were found to have a significant impact on performance scores, although the data presented suggest computer access at home is less influential upon performance scores than poverty and its correlates.</p>

<p> An online curriculum about biological evolution was designed according to the <i>Promoting Evidentiary Reasoning and Self-regulation Online</i> (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified <i>Motivated Strategies for Learning Questionnaire</i> (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) <i> Prediction, Monitoring, and Reflection</i> forms (PMR); (6) the <i> Online Instruction Questionnaire</i>; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed.</p>

The availability and sophistication of visual display images, such as simulations, for use in science classrooms has increased exponentially however, it can be difficult for teachers to use these images to encourage and engage active student thinking. There is a need to describe flexible discussion strategies that use visual media to engage active thinking. This mixed methods study analyzes teacher behavior in lessons using visual media about the particulate model of matter that were taught by three experienced middle school teachers. Each teacher taught one half of their students with lessons using static overheads and taught the other half with lessons using a projected dynamic simulation. The quantitative analysis of pre-post data found significant gain differences between the two image mode conditions, suggesting that the students who were assigned to the simulation condition learned more than students who were assigned to the overhead condition. Open coding was used to identify a set of eight image-based teaching strategies that teachers were using with visual displays. Fixed codes for this set of image-based discussion strategies were then developed and used to analyze video and transcripts of whole class discussions from 12 lessons. The image-based discussion strategies were refined over time in a set of three in-depth 2x2 comparative case studies of two teachers teaching one lesson topic with two image display modes. The comparative case study data suggest that the simulation mode may have offered greater affordances than the overhead mode for planning and enacting discussions. The 12 discussions were also coded for overall teacher student interaction patterns, such as presentation, IRE, and IRF. When teachers moved during a lesson from using no image to using either image mode, some teachers were observed asking more questions when the image was displayed while others asked many fewer questions. The changes in teacher student interaction patterns suggest that teachers vary on whether they consider the displayed image as a "tool-for-telling" and a "tool-for-asking." The study attempts to provide new descriptions of strategies teachers use to orchestrate image-based discussions designed to promote student engagement and reasoning in lessons with conceptual goals.

<p> Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. </p><p> The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as &ldquo;at-risk&rdquo; for failing high school courses. </p><p> The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed &ldquo;at-risk&rdquo; for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students. </p>

<p> My dissertation explores how elicited gestures can support 6th grade students&rsquo; understanding of nonlinear dynamics of complex systems. My hypothesis is that elicited gestures make these patterns salient to the student, who learns about these quantitative dynamics via embodied mechanisms. To elicit these gestures, I designed a computer simulation called the Embodied Simulation of Population Dynamics (ESPD). The ESPD elicits bimanual gestures to represent nonlinear changes between two quantities. I explore how the learning from elicited gestures can take place at three different granularity levels. First, I compare the ESPD versus a non-embodied instructional intervention. This comparison tests whether physical movement has an effect on learning. Second, having compared individual learning, I examine the effect elicited gestures have in the way a group of students build situated meaning of graphical representations. Third, I explore a measurement model of students&rsquo; enacted movements using the ESPD log data. With the log data, I measure the student ability to enact the elicited gestures. Results show (1) statistically significant higher learning gains for students in the ESPD condition; (2) students in the ESPD condition spontaneously used more complex, action-laden gestures to convey their understanding of the quantitative dynamics; and (3) the ability to enact the elicited movement predicts learning gains. Findings from this dissertation will be useful to researchers, teachers, and designers who want to include elicited gestures as part of their instructional approach with early middle school students.</p><p>