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The adoption of new technologies in K-12 classrooms usually generates claims about their effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction. / Doctor of Philosophy / It is common that when new technologies are used in instruction, claims in favor of such technologies are made. However, in many instances, there is not enough or sound evidence to support these effectiveness claims. For this reason, this study has been conducted with the goal of evaluating and critiquing what has been empirically studied so far in K-12 digital game-based learning (DGBL) to determine the extent of these effectiveness claims. In addition, this study has identified research problems and flaws that have been found in empirical studies and how they can be avoided. Furthermore, this study paid close attention to factors and conditions, besides the actual digital game, to determine if they played a role on effectiveness. Finally, a research agenda has been included in this study to fills existing gaps in K-12 DGBL and to guide researchers and teachers when conducting research and adopting digital games in the classroom.

Numerous designs, practices, stakeholders, and technology options make it difficult for higher education institutions to find direction and established standards for classroom construction and remodeling projects. Different models of technology-enhanced classrooms are being adopted as various managers, integrators, and architects develop new classroom spaces. A planning process, standardized classroom model, and effective support structure will be valuable elements in meeting the needs of faculty and students. The goal was to establish a best practices classroom model to meet the needs of community college faculty, students, and technology support personnel. Information collected from community colleges was used to determine the state of installed classroom technology that includes standard practices, policies and procedures, stakeholder involvement, ongoing budget and equipment replacement, and technical support. Community college faculty and students provided data related to the effectiveness of and their satisfaction with different technology classroom models. A case study approach was employed. The cases included two different electronic classroom models (Model 1: remodel of rooms in existing buildings in 2004 and Model 2: new building construction in 1995). Data were collected from faculty and students related to the effectiveness of and their satisfaction with the particular environment. Background information on classroom design, standards, technology integration, and support was gathered from other community colleges to be included as part of the foundation provided by the review of literature. These data, together with the local data, were used to develop a classroom standards document. Faculty and student data were used to determine the effectiveness of the technology components, room and system design, and overall integration of technology in the electronic classroom. Faculty and students reported a high level of satisfaction with the electronic classrooms as well as a perceived high level of instructional effectiveness. Some design considerations related to screen placement and lighting control were raised by both populations. There were no other significant differences between the two classroom models used in the investigation. Faculty and student preferences were incorporated into the classroom standards document developed at the conclusion of the research. Community college instructional support personnel reported a fairly consistent basic model for their electronic classrooms. The use of any form of standards document was rare. A team approach to planning, design, installation and support was widely used.

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A school district on a Native American reservation in the southwestern region of the U.S. decided to implement the Teacher Advancement Program (TAP) to improve teacher instructional effectiveness and student academic achievement. Although researchers have documented successes of the TAP in high-poverty urban school districts across the U.S., little is known regarding the TAP implementation in remote Native American cultural context schools. The purpose of this study was to investigate if the collaborative process of the TAP implementation changed the teachers' instructional practices. Using Vygotsky's social constructivism, which emphasizes that learning happens through interactions and cooperation of people in their environments, this qualitative case study investigated 9 teachers' perceptions of the TAP implementation using interview, walkthrough observation and document analysis at the schools. The research questions focused on teachers' perceptions of TAP elements, their experiences, changes in practices and the influence of the Native American setting. A qualitative data analysis software program and constant comparison method were used to manage and analyze the qualitative data. Findings indicated that positive collegial collaboration, teacher attitude, and instructional change were associated with the TAP implementation, teacher evaluation (most challenging experience), teacher professional growth, and student academic achievement growth (most rewarding experiences). A district professional development plan was created to build on the strength of the TAP collegial collaboration and to meet the rigorous demand of the new state College and Career Readiness standards. The change of teachers' working in isolation to collegial collaboration reflects a positive social change for continuous inquiry into both student and teacher learning.

As Latino English language learners (ELL) flood national classrooms their non-Latino, English-speaking teachers are faced with meeting the academic needs of limited English proficient students who hail from cultures unlike their own. This study investigated actions taken by teams of non-Latino, English-speaking educators of Latino (ELL) in order to be effective teachers of this minority population. Two premises prompted the search for what enabled non-Latino English speakers to be effective teachers of this minority population. The supposition was that the non-Latino teacher of ELLs must have: (a) familiarity with the language of the minority; and (b) a high affinity for Latino cultures to affect learning. Support for neither premise was found in this research. However, a mediating factor emerged showing that teams who were successful in moving toward instructional effectiveness for their ELLs incorporated other professionals in the building. These additional team members spoke the minority languages and were familiar with the minority cultures. Two avenues of action found through rigorous readings was the focus of this research. Each was found to be beneficial in moving a collaborative team toward instructional effectiveness for their Latino ELLs. The first is for the team embedded within the bounds of a Professional Learning Community (PLC) to team well adhering to the principles of the PLC. The second is to build an environment of trust within the team. Implications for future research could include a comparison of PLC element and trust facet strength in a multicultural setting as opposed to a single minority.

Within the paradigm of Sociocultural Theory, and using Activity Theory as a data-gathering and management tool, this microgenetic case study examined the processes - the growth, change, and development - engaged in by student-teachers in a foreign language education program as they worked together to complete an activity. The activity involved digital video recording and editing, mediators which were intended to facilitate the iterative review of and subsequent reflection and action upon the content of the video during its creation. By investigating the process of contextual interaction between learners and the mediational elements of their environment as the activity progressed, this study intended to further understanding of preservice teacher development in at least two important ways. The aims of this study were to discover a) tangible evidence of cognitive transformation (development in the form of regulation), as well as b) aspects of professionalization into a community of skilled second language teachers (as evidenced by activity). The present study took place in a graduate-level foreign language/TESOL education practicum course. The activity involved the making of a digital video to explain and exemplify a given second language instructional approach, as well as the rationale behind and methods of targeting a specific language skill. Using theoretical constructs previously shown to be effective in the pedagogy of teacher preparation, the creators of this task endeavored to design a socially- and artifact-mediated activity with the potential to broaden and deepen student-teachers' pedagogical and professional knowledge. The student-teachers failed to engage in meaningful dialogical or critical reflection as they engaged in the task, and made no perceptible regulative movement. What ultimately was revealed in the case of the study participants was a disconnect between the intentions of the core-task designers and the outcomes effected by the student-teachers. The data gleaned from this close examination of student-teacher processes was revelatory in terms of the quantity and types of factors that appeared to significantly impact the outcomes of the project. These factors have the potential to inform the process of translating socio-cultural theory into pedagogical practice, and should be of interest to anyone involved in the development of student-teachers, including those who design or deliver preservice teacher curricula. Discussed are the possible explanations for the disconnect between the designers and administrators of the activity and the participants in the study. Also considered are the potentially serious implications for second language teacher education programs and their curricula in terms of the application of sociocultural constructs to learning tasks and environments. Recommendations include increased scaffolding by the course professor through direct guidance, as well as by structuring tasks to facilitate students' ability to collaborate and to perceive and resolve the conflicts, contradictions, and tensions that arise during the course of the activity. On a broader level, serious examinations of teacher education programs and curricula are also recommended to look for ways to better understand, align, and achieve the goals of teacher developers and those of their student-teachers.

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

This mixed research study evaluated the spacing effect theory on the academic performances of students enrolled in introductory level Computer Literacy courses by comparing course grades and mock IC3 certification exam scores in semester-length and quarter-length courses at Prince Georges Community College. The study was ingrained on the spacing effect theory which posits that mammals will tend to recall material learned over time (spaced presentation) than material concepts learned over shorter periods (massed presentation). A t test analysis revealed that students in the quarter-length formats had significantly higher grades than those in the semester format but the analysis presented no significant difference on their mock IC3 scores. A Pearson correlation conducted also revealed no significant relationship among students' course grades and their mock IC3 scores overall or by format (semester vs. intensive).

For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading, that is, the phonic method and the whole language method. Some researchers have identified five elements of reading instruction that are critical to achievement in reading, namely; that reading instruction should include phonics, phonemic awareness, reading fluency, vocabulary and comprehension. These are the components that make up what is termed a balanced literacy approach. Although there is some debate on what constitutes the balanced literacy approach, this study adopted the understanding of the approach described above. The study investigated whether the use of the balanced literacy approach could improve standard four pupils’ achievement in reading and writing in English. The targeted population consisted of twelve schools located in Zomba rural district. Pupils were tested before and after the intervention. Teachers in the experimental group were trained twice on balanced literacy approaches, first before the intervention and midway of the intervention. Observational measures revealed that teachers generally implemented the treatment. The post intervention data indicated that pupils responded very well to the activities that were presented to them. The reading and writing achievement of pupils that were present for the post-test increased more than those of the control group. The results obtained suggest that the balanced literacy approach improved the reading and writing achievement of standard four pupils in the experimental group. / English Studies / D. Litt. et Phil. (English)