<p> In my dissertation, I set out to explore the following research question on bridging: <i>How does ownership evolve as learners engage in a guided inquiry-based science learning environment focused on design and technology usage?</i> My dissertation explores a case study of four learners involved in an afterschool program called Kitchen Chemistry (KC). KC is a nonformal learning environment in which learners engage in scientific practices within the context of cooking. Learners engage in inquiry practices through the development of their own scientific food investigations. In my study I examined how four focal learners come to develop a sense of ownership of science learning as they each develop their own personal food investigations. Using Wenger's (1998) framework of identity formation in communities of practice (imagination, engagement, and alignment), my study shows that a learner's identity and social dynamics from home, school, and informal learning shape and fashion what he or she chooses to own, how ownership is expressed, and how that ownership can both support and hinder a learner's science learning.</p>

<p> Progress monitoring has been shown to be effective for gauging student growth in the area of mathematics. Likewise, self-graphing has been shown to improve student achievement in education. The present study investigates the effectiveness of progress monitoring as an intervention with a self-graphing component for second-grade students in the area of mathematics. This research examines the impact of progress monitoring on increased math skills, accuracy, and generalization to universal screening assessments. While results were variable, students' accuracy improved upon implementation of progress monitoring. All-together, results suggest that progress monitoring with self-graphing can be an effective intervention.</p>

<p> The purpose of this study was to examine the effects of an adaptation of Peer-Assisted Learning Strategies (PALS) in mathematics on achievement and anxiety of third grade students. Four intact classrooms were randomly assigned to experimental or control condition groups. Experimental teachers implemented one of three interventions: PALS, a relaxation technique (RT), or PALS+RT twice weekly for 12 weeks. Outcome measures included AIMSweb's curriculum based measure for math computation (MCOMP) and the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2). Within the classrooms, baseline, pre-test, and post-test data were collected on 79 students. The study did not reveal statistically significant results, however, results indicated that students in the PALS+RT group made the greatest gains in math achievement and students in the RT group had the greatest reduction in anxiety. The results suggest that PALS can be adapted to include a brief relaxation technique and that relaxation techniques may be beneficial in reducing student anxiety symptoms.</p>

<p> The purpose of this study was to report a more inclusive postsecondary graduation rate figure, improve the ability of postsecondary institutions to predict the likelihood that a student will graduate, and to help address challenges presented by the United States President and by the Kentucky General Assembly. The more inclusive graduation rate calculation is in contrast to the prevailing National Center for Education Statistics' (NCES) Graduation Rate Survey (GRS) calculation. The calculations used in this study incorporated data from the National Student Clearinghouse's (NSC) StudentTracker systems. The research population used in this study consisted of students who initially enrolled at the University of Louisville (UofL) in academic years 2000-01, 2001-02, or 2002-03. Using a more inclusive graduation rate calculation that counted a student as having graduated from any postsecondary institution, not just the institution where they initially enrolled yielded a graduation rate that was 10 percent higher for the research population than was reported under the prevailing methodology. The study created a Graduation Likelihood Model (GLM) to predict the likelihood that a first-time, full-time bachelor-degree-seeking student will graduate within six academic years. Eight independent variables were examined through chi-square and logistic regression (logit). The eight variables examined were gender, race/ethnicity, ACT, High School Grade Point Average (HSGPA), public high school (HS) vs. private HS, HS distance from campus, state/federal-grant/scholarship financial aid, and federal loan financial aid. In addition to running chi-square and logit on each variable, the procedures were run on the variables after they were included in four distinct categories: demographic, academic, pre-postsecondary academic and financial aid. The chi-square results showed that with the exception of HSGPA there was an association, albeit small, between the variables and successful graduation. All variables including HSGPA are to be used in the GLM, which can be used by postsecondary institutions to predict, at the time a student applies to the institutions, the likelihood that a student will graduate within six academic years. The GLM and the new calculation of graduation rates relate to initiatives set out by both the state of Kentucky and current US President Barack Obama. The new calculation provides a better way of assessing student achievement. At the time of initial enrollment, the GLM can be used to identify students, who may need additional assistance to obtain their degrees. .</p>

<p> This qualitative grounded analysis involved exploring the knowledge and understanding school principals have on teacher evaluations and the connections to students&rsquo; scores on the Colorado Student Assessment Program (CSAP). The problem was that Colorado does not have a comprehensive and consistent standards-based teacher evaluation system managed by highly trained administrative evaluators capable of providing evaluation marks representative of actual teacher performance and competency levels based on student achievement from CSAP results. The purpose of this qualitative grounded analysis was to create a theoretical model based on the exploration of the knowledge and understanding school principals have on teacher evaluations being connected to students&rsquo; Colorado Student Assessment Program (CSAP) scores in order to effectively evaluate teacher performance in the classroom. The research questions examined and analyzed data from the perspective of school principals on teacher evaluation proficiency marks and student proficiency scores on the CSAP. Interview responses from 10 school principals were analyzed with the NVivo qualitative analysis software revealing emerging themes. Critical analysis of the themes produced courses of action and recommendations for school principals to improve the evaluation process of teachers as connected to student CSAP scores to improve classroom instruction. Key results indicated a need for school principals to consider the themes of classroom environment; funding, administrative support, and an over haul of teacher contracts that include compensation and advancement. </p>

<p> The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style: instructors were available to answer students' questions, while ALEKS guided students through online exercises individually based on their skills and knowledge. </p><p> The participants were students from four mathematics lecture courses and their instructors. Some students took remedial courses in ALEKS prior to the lecture courses while some students did not. The quantitative part of the study compared ALEKS and non-ALEKS students on the final examination and students' self-reported-preparedness. The qualitative part of the study discussed students' and instructors' perceptions of ALEKS based on student surveys and instructor interviews. </p><p> No difference between ALEKS and non-ALEKS students was found in final examination scores and self-reported-preparedness. Students rated learning experience in ALEKS emporium on average at 2.74 on the scale of one to five, with five being the highest. One third of students liked studying at their own pace and ALEKS content (they rated ALEKS emporium at 3.29), while one fourth claimed that &ldquo;nothing was good&rdquo; in emporium courses (they rated ALEKS emporium at 1.55). Although ALEKS emporium was very different from lecture courses, only one fifth of students reported changes in their study habits. The instructors did not observe any difference between ALEKS and non-ALEKS students and mentioned benefits of ALEKS-like tool for drill-and-practice. One instructor observed positive shifts in student attitude towards mathematics but advised longer study to be conducted to confirm this observation. </p><p> Providing a choice to students between online and lecture courses, while increasing the role of instructors in online courses, may result in better student satisfaction. Students could also be gradually trained to effectively use online resources. The design changes in ALEKS could include the replacement of the &ldquo;pie&rdquo; with the bar chart, different types of feedback, explanation of how assessments are done, and ability to revisit problems on assessments. </p>

<p> Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of academic records, and interviews with students and their instructor. </p><p> </p>

<p>This study investigated the faculty perception of the use of a student evaluation of faculty instrument. The areas considered were use of the current Student Evaluation of Faculty (SEF) instrument to measure teaching effectiveness; use of the current instrument for annual faculty review; faculty involvement in developing the instrument; utilizing the instrument to improve teaching; and demographics of faculty gender, college/school in which they teach, and the numbers of years of higher education experience. </p><p> Participants included 734 full-time instructional faculty members at Mississippi State University who taught during the fall 2012 semester and utilized the current SEF instrument. From the 734 faculty invited to participate in the study, 205 responded. The study was conducted in the fall 2013 semester. Over 71% of the participating faculty indicated a negative perception toward the current SEF instrument as an effective tool for their use in evaluating teaching effectiveness. However, 60% of the participants agree the instrument serves as an effective tool for their use to improve teaching. The faculty also indicated they would like to be able to compare their SEF results to others teaching comparable courses. Participants were asked to rate each question taken from the current SEF instrument, indicating its level of usefulness in their ability to utilize the results to improve teaching. Of the 11 questions, only 2 were found to be least useful to the faculty. One of those was related to the tests they give being fair and the other related to the student learned a great deal in the class. Almost 81% of the participants indicated that faculty involvement in the development of the current student evaluation of faculty instrument increased the usefulness in measuring teaching effectiveness. </p><p> Conclusions based on the findings indicated a need to continue revising the evaluation process and instrument to include a multidimensional process. This multidimensional process should provide separate instruments to be used for annual faculty review and for improving teaching. These revisions should be carried out with faculty involvement to ensure acceptance of the processes and maintain positive perceptions. </p><p> Keywords: student evaluation of faculty, multidimensional evaluation process, teaching effectiveness </p>

<p> The ever-changing implementations of assessing our students have driven instruction to focus on measuring academic growth for school improvement. Now that most of our nation has adopted the common core state standards to educate and prepare our students for college and career, the challenges will be even greater for those who are currently struggling such as many of the incarcerated youth. </p><p> According to the Juvenile Court Schools (JCS) fact sheet (Los Angeles County Office of Education; LACOE, 2012), many of the incarcerated youth generally "have serious gaps in their education and poor academic skills" (JCS Facts, bullet No. 4). Taking academic assessments can be challenging without external factors, but add in the fact that the student may be facing a life sentence in prison, placement in a group home or foster care facility away from family, or dealing with mental health issues drives the challenge of academic growth sometimes out of reach while incarcerated. Furthermore, the short period of stay in the incarcerated juvenile facility adds an even greater challenge to success or growth in their academic progress. </p><p> This study examined the challenges of measuring academic growth of incarcerated youth in a juvenile hall school facility. Through the use of mixed methods, a review of available student assessment data - increased frequent formative assessments, utilizing components of the RISE Educational Services and Total Educational Systems Support (TESS) Focused Adaptable- Structure Teaching (F.A.S.T.) Framework within the teacher's delivery of direct instruction - along with an online survey of the teachers' ability to collaborate in Professional Learning Communities (PLCs), and a focus group with those who spearheaded the implementation of the instructional method, teacher-leads and administrators, resulted in finding that a unique instructional method is needed for those students attending school in an incarcerated juvenile facility to measure academic growth. </p><p> The qualitative and quantitative data measured what needed to be continued, what needed to be stopped and what should be implemented regarding the instructional delivery, along with pre/post assessments of students who attended the incarcerated juvenile school facility and the dimensions of PLCs.</p>

<p> This study was a program evaluation on the co-teaching model within the Smallville School District (a pseudonym) measuring its effectiveness defined by the perceptions of leaders in the field of special education. This study filled the gap of previous co-teaching studies by investigating a rural school district, across all buildings. The researcher selected the tools of classroom observations; convenience sample interviews; administrator, teacher, student, and parent surveys; and secondary data from High Quality Professional Development (HQPD) and the school budget. </p><p> The researcher collected data with surveys, observations, and interviews to determine the perceptions of all stakeholders involved in the co-teaching experiences in the Smallville School District. Results included four essential emerging themes compiled from all interviews and surveys noted by the researcher. These themes were a lack of professional development, lack of common plan time, lack of consistent collaboration, and lack of emphasis on co-teaching due to extensive curriculum writing, during the 2013-2014 school year. When taking the MAP data and applying it to a t-test by two unequal samples at each level, the researcher found significant differences in the general education and special education scores at the elementary Communication Arts 2013 data, secondary Mathematics 2013 data, and the secondary Communication Arts 2013 data. Special education students in the co-teaching setting showed an overall increase in tests scores than their counterparts in the special education setting. The general education students in a co-teaching classroom, maintained or their scores decreased on the MAP and EOC.</p>