Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M. Sc.)--University of Hong Kong, 2005.

Thesis (Ph.D.)--Pennsylvania State University, 2005. / Mode of access: World Wide Web.

<p> This qualitative, descriptive case study addressed the research question: How is learning experienced in tough cases aimed at accelerating expertise in a cognitively complex work environment?&nbsp;The time it takes to develop expertise in many professional domains is problematic for industrialized societies. As the baby boom generation transitions from the workforce, they are leaving behind a smaller, less experienced pool of workers to replace them. Accelerated expertise theorists have proposed tough cases as a way of speeding the development of expertise. Tough cases are rare situations that convey novel learning challenges by requiring learners to make plans and decisions in the face of ambiguous and interacting data (Klein and Hoffman, 1992). Expertise can be particularly difficult to develop in cognitively complex work environments. Cognitively complex work environments are &ldquo;systems composed of psychological (cognitive), social, and technological elements, all embedded in a broader team, organizational, and social context&rdquo; (Hoffman &amp; Militello, 2008, p. 216). The study explored the learning process from the perspectives of learners, tough case leaders, and organizational leaders supporting the use of tough cases at the research site. Data were collected through observations of five tough cases and interviews before and after cases with participants and organizational leaders. Themes were inductively developed. The study had eight findings: 1) Tough cases are dynamic learning experiences that are interactive and concrete, while simultaneously confusing and disorienting; 2) the use of real events and complex problems grabs learner attention and interest; 3) making and defending quick decisions draw out learner beliefs and theories, stimulating focus and a tremendous sense of enthusiasm; 4) the practice of eliciting decisions by cold-calling puts learners on the spot, mimicking the stress of high stakes situations common to cognitively complex work environments; 5) role-playing throughout the case forces participation with the learning environment while reducing stress by making the learning experience more enjoyable and entertaining; 6) individual reflection and observation provide continual opportunities for re-examining decisions; 7) interaction and dialogue during role-play expose learners to other ways of thinking and lead to refinement of their mental models; and 8) hearing "the rest of the story" at the end of the case provides an opportunity for learner self-assessment and can build their confidence. The study concluded: (1) the tough case learning process incorporates both experiential and social cognitive learning in a single process; (2) the tough case learning process is substantially different from learning processes proposed in the expertise development literature; (3) tough case learning is a departure from processes described in the adult learning literature; and (4) tough case learning leverages everything considered foundational about adult learning. The study offered recommendations related to theory, practice, and future research.</p>

<p> Over the past several decades there has been a continuous stream of government mandates aimed to improve equity, access, accountability, transparency, student performance, and/or expand the responsibilities of public schools. These externally mandated school reforms have largely excluded the voice of teachers and administrators both in problem definition and in the modifications needed to address them. Further, reform literature is predominantly focused on improving or addressing urban school challenges, so little is known about the challenges and needs of suburban schools. The gaps in the literature related to teacher voice and suburban contexts in high school reform form the basis of this inquiry. Therefore, this study examines suburban teacher perceptions of four specific, popular reform ideas being introduced in high schools across the United States. </p><p> This exploratory mixed methods study gathered data from 165 suburban public high school teachers working in 20 different high schools in Massachusetts using an anonymous survey instrument. Three findings emerged from the study: 1) successful suburban teachers welcome consensus high school reform ideas that they believe to be favorable for student learning, growth, and development though they note significant challenges in regard to time; 2) suburban teachers experience anxiety when reforms alter structures or methods that they rely on to ensure all students meet high school outcomes for graduation and college entrance requirements; and 3) suburban teachers&rsquo; perceptions of consensus high school reform ideas are shaped by the ways in which the reforms impact academic disciplines. This study found that suburban public school teachers view the four reform ideas presented in this study as likely having a positive impact on teaching and learning in their school; however, they noted several implementation challenges that would need to be considered to ensure the efficacy of those reforms.</p><p>

CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION The purpose of this study was to investigate the factors that might predict Palestinian teachers' success in modding games for instruction. An instructional game design model named Game Modding for Non-Professionals (GMNP) was created specifically for the training of Palestinian teachers during this study. This study addressed the question: To what extent do the variables gender, age, teaching experience, experience in playing video games, and adherence to the GMNP model predict teachers' success in modding video games for instruction when using the GMNP model? Gaining an understanding of teachers' performance in modding video games for instructional use may identify potential interventions that can be utilized to increase the use of this technology in the classroom. This investigation is useful in pointing out the need for teacher training to administrators and policy makers. The data for this study was collected from teachers at two Palestine Technical Colleges. All the teachers at the two Colleges were invited to participate, and 79 teachers agreed. Three teachers withdrew from the study before finishing it; hence, only 76 completed the study, and their data was used in the regression analysis. A workshop was conducted to train the teachers in using the GMNP model as a guide to game modding to modify video games for instructional use. During the workshop, the participants were asked to complete a worksheet. The participants were directed to use this worksheet to modify Neverwinter Nights 2 to teach a given instructional objective. At the end of the workshop, the completed GMNP model worksheet and the game mod created were collected from each participant as research data. The GMNP Model Rubric and the Educational Games Rubric were used to assess respectively the worksheets (for adherence to the GMNP model) and the game mods (for success in modifying a video game for instruction). Multiple linear regression was conducted to answer the research question. Tests to verify that the data met the various conditions required for multiple regression analysis were conducted and no violations of these conditions were detected. Findings indicated that gender was not a significant predictor of teachers' success in modding video games for instruction when the variance attributed to the other predictor variables was controlled, and the variables age, experience in playing video games, and adherence to the GMNP model were significant predictors of teachers' success in modding video games for instruction. The study suggested some implications and recommendations for policy makers and for future researchers who are interested in conducting similar studies about video game integration.

<p> Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students&rsquo; learning as well as teachers&rsquo; instructional time. In contrast to traditional disciplinary practices, this study explored teachers&rsquo; perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. This study was focused on the perceptions of teachers after the implementation of a program of positive behavior support in districts within the state of Illinois. Forty-five school districts were randomly chosen from each region and educational level. The research that guided the study related to the perceptions of teachers on the efficacy of the Positive Behavior Interventions and Supports system. The research was inconclusive, as teachers reported that the behavior system was needed, but it did not change the behaviors of the students who displayed challenging behaviors. This study was significant as it added to the body of research of Positive Behavior Interventions and Supports.</p><p>

<p> This purpose of this study was to examine the best practices used by facilitators of global collaborations in education. Four research questions were examined to address this purpose, which included: (a) challenges faced by facilitators in developing online international collaborations in education (b) current strategies used by facilitators in developing online international collaborations in education (c) how success is measured and tracked (d) recommendations for future online international collaborations in education. </p><p> This qualitative, phenomenological study utilized a purposive sample of 14 participants who were ISTE (International Society for Technology in Education) award recipients or conference presenters between 2014&ndash;2017 affiliated with global collaboration. Data collection was done through a semi-structured interview protocol comprised of six questions. The recorded interviews were transcribed, coded and analyzed to determine 27 total themes that emerged from the data. </p><p> With some themes reinforced by literature and some unique to the study, results led to establishing &ldquo;dimensions of leading global collaboration.&rdquo; This includes two primary dimensions: (a) the responsibilities dimension, which entails the tasks and logistical aspects needed in global collaboration efforts, such as planning, practices during the collaboration, and logistical considerations (b) the characteristics dimension, which refers to the qualities that characterize a good global collaboration leader and partner, such as empathy, accountability, and willingness to take risks. Additionally, this study highlights the importance of people and developing a peer to peer network in the dynamic among facilitators (who should be seen as leaders) of global collaboration.</p><p>