Thesis (Ph.D.)--Andrews University, 2005. / (UnM)AAI3182008. Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2602. Chair: Jimmy Kijai.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: B, page: 3041. Adviser: Mats Selen. Includes bibliographical references (leaves 259-263) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.A.)--Brigham Young University. Dept. of English, 2005. / Includes bibliographical references (p. 104-109).

Thesis (Ph.D.)--Indiana University, 2004. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0271. Adviser: Gerhard Glomm. Title from dissertation home page (viewed Oct. 12, 2006).

The main purpose of this study is to explore the connection between those surfaces which include course content planning and disposing, elements of course design direction, teaching methodology and teaching material of general education which talent cultivation systems of military academies to input, and all kinds of leading and managerial talents as well as fostering result which talent cultivation systems to output. This study chooses junior and senior midshiomen in Naval Academy as well as graduates who have served from one to three years for their naval careers as study sbjects, and also surveyes their satisfaction extent as to each surface of input and output of talent cultivation systems as well as differencies between background variable of study subjects and every surface. Through pragmatically analyzing effective samples, the results and suggestions of this study are as follows in summary: 1. In the surfaces of teaching methodology and teaching material which talent cultivation systems input, the methodological factors of ¡§student cadres in campus¡¨, ¡§honor instition¡¨ and ¡§field trip outside school within summer vacation time¡¨apparently influence ¡§managerial and commanding talents¡¨ and ¡§professional managerial talents of defence and service¡¨ which military academies cultivate. 2. In recognition of the importance as to ¡§all kinds of leading and managerial talents¡¨ which talent cultivation systems output, the junior and senior midshiomen in Naval Academy as well as graduate subjects who have served from one to three years for their naval careers, think cultivating ¡§managerial and commanding talents¡¨ is the most important thing. 3. In efectiveness evaluation as to course content planning and disposing of general education and management programme, the male¡¦s satisfaction extent is higher than the femal¡¦s. 4. In perceiving extent as to getting the benefit from course content planning and disposing general education which includes ¡§humanity, social science, natural sciece, lliberal programme and core military science, those graduates who have served three years for their naval careers, are higher than those who have served one years for their naval careers. 5. This study suggests the seminar on ¡§course planning and design, excellent teaching and evaluation, and teaching material composition¡¨ should be hold regularly. 6. Improving the important job with ¡§student cadres pacticing in campus and military-professional field trip outside school¡¨ should be hold to improve teaching features of military academies. 7. This study suggests the exchange activities of ¡§teaching improvement between civil teachers and military instructors in campus, and civil teachers and military instructors making a field trip to all of flotillas¡¨ should be strengthened. 8. This study suggests when military academies(civil universities and colleges) and practice circle carry on talent cultivation, should focus on perfect person and moral education.

The purpose of this study was to analyze the general education faculty members’ perspectives on the internationalization of the general education curriculum in Mississippi community colleges. The participants in this study included all full-time instructors of general education courses at 2 of the 15 public community colleges in the state of Mississippi. The study used a survey Analysis of Faculty Perception: Factors Affecting the Internationalization of General Education Curriculum in Mississippi Community Colleges to examine factors that included a) importance of internationalization, b) institutional success with internationalization efforts and c) importance and existence of administrative support for internationalization. No studies were found that analyze nor investigate the importance of internationalizing the general education curriculum in Mississippi community colleges. Quantitative data were collected using Survey Monkey online instrument that was sent to full-time general education faculty members teaching at the 2 community colleges in the State of Mississippi. The data were analyzed using Kruskal-Wallis Analysis of variance (ANOVA) and Mann-Whitney U Test tables and descriptive statistics were reported. Results showed that a large number of the educators recognized the need for a partner institution in another country. Many of them also recommended that there should be a designated administrative office to coordinate and support international education initiatives, and they also saw the need for their college to have a plan designed to increase international/global understanding among students and to have general education courses with an international/global focus available to all students. Some differences in perceptions were observed in the teachers’ perceptions of internationalization based on years worked in higher education, country of birth, gender, international experience, and level of education. The educators believed that internationalization activities on their campus was a positive movement towards expanding their offerings to students by helping to develop an educational environment where they can become more globally competitive and more professionally effective. Many of the educators in this study support the expansion of programs that support study abroad or student exchange programs.

<p> There is a deficiency of science, technology, engineering, and mathematics (STEM) qualified college graduates to meet current workforce demands. Further, there is a weak pipeline of STEM qualified educators, which are needed to help produce the skilled candidates necessitated by these demands. One program aimed at creating highly qualified STEM teachers was the Raising the Bar for STEM Education in California: Preparing Elementary Teachers in a Model, Scalable, STEM-Rich Clinical Setting (Raising the Bar Program). The Raising the Bar professional development program focused on addressing deficiencies in elementary teachers&rsquo; pedagogical content knowledge, specifically in science. The purpose of this study was to determine the effects of the Raising the Bar professional development program on elementary master teachers&rsquo; sense of self-efficacy in teaching science. Research shows there is a clear link between self-efficacy and outcome expectancy to improve student outcomes in STEM fields. </p><p> This study utilized an explanatory mixed methods approach. Specifically, a quasi-experimental design was followed to collect, first, quantitative data, and then, qualitative data. The quantitative data consisted of survey data collected from each of two groups: the treatment group of master teachers participating in the Raising the Bar professional development series, and the control group of master teachers not participating in the professional development. The qualitative data was collected in the form of two focus group interviews, one from each group. Further, two university student teacher coordinators were interviewed to add depth and perspective throughout the entire professional development process. </p><p> Quantitative and qualitative data were analyzed to determine the effects of the Raising the Bar professional development on teachers&rsquo; sense of self-efficacy in teaching science. The major research findings indicated that the STEM-rich professional development was successful in significantly increasing teachers&rsquo; sense of self-efficacy in teaching science. Further, the findings of the study demonstrated that there is a clear need for focus on science across the curriculum, a clear need for a science-specific professional development model, and a clear need for inclusion of specific content courses as a requirement in administrative credential programs. As a result of the research, a science-specific model of professional development was created. The proposed model suggests that the science-specific professional development must be aligned, intentional, differentiated, ongoing, and purposeful. </p><p> Recommendations based on the findings of this study include further exploration of the factors that positively affect self-efficacy in teaching science. Additionally, it is unclear if self-efficacy alone is sufficient to improve overall science teaching practice at the elementary level. Research specifically aimed at the factors affecting teachers&rsquo; sense of self-efficacy in teaching science can help determine the best course of action for teacher credentialing programs, professional development programs, and instructional leaders working in the field.</p>

<p> Personal handheld media use, in particular the smartphone has increased in the last few years. Research has highlighted the increase of smartphone use among elementary age children but there is little information about how younger children use this tool and how parents feel about using technology with preschoolers. The purpose of this study was to investigate how preschool age children use the smartphone and to further explore parents' perceptions of this popular form of technology. The current study surveyed 141 parents about their practices and beliefs regarding their preschooler's smartphone use. Results revealed that preschoolers' smartphone use is prevalent, that the smartphone is being used for various purposes, and that parents have positive as well as negative feelings about their children's use. These results support the need for future research on the role of technology in very young children's learning.</p><p> <i>Keywords:</i> Smartphone, digital media, mobile technology, preschool children</p>

<p> Child Life Specialists are integral members of the medical team and work directly with medical staff to provide support and end-of-life care and interventions to critically ill patients and their families; however there is no research regarding how Child Life Specialist copes with the death of a patient. The purpose of this study was to investigate how Child Life Specialists cope with the death of a patient in the hospital setting, and which factors influence how they cope with the death of a patient. The current study surveyed 106 Certified Child Life Specialists [CCLSs] and how they coped with the death of a patient. Results revealed factors such as length of time working with patient, relationship with patient and family, bereavement training and end-of-life interventions such as memory making and legacy building, were all factors that influenced how the CCLS coped with the death of a patient. Results conclude that future research would allow for a more in-depth understanding and analysis of how CCLS cope with the death of a patient in the hospital setting.</p><p> <i>Keywords:</i> Medical professionals, coping, death, bereavement </p>

<p> This study examines how implementing ethnographic tools and techniques into an international cultural immersion program (ICIP) curriculum specifically influences group members' intercultural competency. For this study, an ethnographic inquiry curriculum is introduced to participants of three different World Challenge Exp edition (WCE) courses. Ethnographic tools and techniques included photo elicitation interviews, structured journaling and taking field notes, and observational activities. WCEs is an international cultural immersion organization based out of the United Kingdom with branches in Australia, New Zealand, United Arab Emirates, the United States,and Hong Kong and runs programs eight to 28-days in length. To gauge the effects the tools and techniques have on each group member's intercultural competency pre and post expedition surveys, and end-of-expedition interviews were employed. Literature on experiential education, ethnography, ethnographic tools and tech niques, and intercultural competencies support the overall project. Additionally, the results, data analysis, discussion of the findings, and recommendations for future studies are presented to summarize and solidify the overall research study. The study results showed that approximately half of the total study population increased their capacity to listen and observe because of the implementation of ethnographic tools and techniques. Additionally, the implementation of ethnographic tools and techniques may have provided insight into how the host culture, and family life are more similar than different to theirs back home. The group member's qualitative answers to the interview questions provided interculturally competent answers and looks in part to be due to the use of ethnographic tools and techniques.</p>