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241	Understanding Learner Interactions in the Home-Study and Technology-Mediated Seminary Program for Youth in the Church of Jesus Christ of Latter-day Saints Boyce, Bradley G. 09 June 2011 (has links) (PDF) Interaction is a core element in the design of blended and distance learning environments. The importance of understanding these interactions and what might increase effectiveness of such interactions in education is paramount for meaningful learning. This dissertation consists of two qualitative case studies designed to provide a rich, descriptive look at interactions in a high school distance/blended-learning context in the home-study and technology-meditated seminary program of The Church of Jesus Christ of Latter-day Saints. In the study article, Moore's (1989) interaction framework was used as a lens for understanding the learner experience. Thematic narratives were used to highlight themes related to students' perceived learning gains from learner-content interaction and their hesitancy to engage in learner-learner and learner-instructor interactions if they had not met personally. In the second study, Garrison's (2007) Community of Inquiry framework was used to understand the impact that teacher decisions, other than the selection of content, had on the cognitive and social climate of the learning experience. This study describes how a teacher's facilitation of social interaction influences the course learning outcomes. The results highlight the teacher's role in providing the educational and social climate needed to foster learner interactions. This study noted that when the teachers gave learners the opportunity to interact in a live setting, it appeared to foster the relationships needed to interact online. The narratives also highlight how a teacher helped learners interact with one another around content online. distance education K-12 online learning blended learning community of inquiry teacher presence social presence cognitive presence distance learning interaction learner-content interaction learner-instructor interaction learner-learner interaction Educational Psychology
242	Leveraging Social Media for Professional Learning During the Covid-19 Global Pandemic Lutz, Mary Denise 22 June 2022 (has links) No description available. Educational Technology Educational Leadership social media professional learning covid-19 k-12 social learning environment informal learning theory CHAT Cultural Historical Analysis Theory teacher engagement
243	The Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course Vineyard, Tracy Elizabeth 05 1900 (has links) A gap exists in education research in the area of online readiness for secondary courses. In the current study, I examined the use of an online readiness assessment to inform students and educators of the necessary skills, aptitudes, and propensities needed for secondary course completion. In this research study, the perceptions of 17 secondary students in a North Texas public school were examined. Using a three-phase design, qualitative demographic surveys, focus groups, and open-ended end-of-course success questionnaires were collected and analyzed. The findings revealed the Revised McVay Online Readiness Assessment beneficial for providing students with information regarding skills needed for their online course success. Students were interested in how prior online experience influences online readiness and successful completion as well as the influence prior expectations of online learning had on online success. In addition, the study revealed the importance of student readiness relating to more specific self-regulatory skills including time-management, metacognitive self-monitoring, and task-strategies. The study results also revealed students found importance in knowing their comfort with online communication. K-12 school system and curriculum leaders may consider and take action to ensure effective curriculum and programs are implemented to achieve the desired results of student online course completion as well as providing students with necessary skills, such as comfort in online communication, and self-regulation specific to time-management, metacognitive self-monitoring, and task-strategies. The study results suggest an online readiness assessment would prove even more useful with the inclusion of such specific skills. Secondary online readiness K-12 preparation readiness assessment aptitudes skills propensities self-regulation online communication self-management secondary technical skills best-practices Education, Curriculum and Instruction Education, Technology Education, Secondary Web-based instruction. High school students. Academic achievement.
244	Teaching Value, Learning Identity: The Powerful Influence of Educator Bias on Student’s Class Identities Cook, Misty Lynne 28 June 2023 (has links) No description available. Education student social class identity educator bias teacher identity socioeconomic status pedagogical practice social class sensitive curriculum Intersectionality of identity Cultural Reproduction pedagogical beliefs K-12 schools class-based assumptions
245	A Longitudinal Analysis of Outcomes Associated with Ohio's Postsecondary Enrollment Options Program Geise, Mary Jo 18 March 2011 (has links) No description available. Education Higher Education Dual enrollment concurrent enrollment access to higher education higher education accelerated learning options transitioning to college public policy Ohio higher education Ohio K-12 education hierarchical logistic regression
246	High Stakes Testing and Accountability Mandates: Impact on Central Office Leadership Carver, Susan D. 11 December 2008 (has links) No description available. Education Education History Elementary Education School Administration Secondary Education accountability case study central office administrators data driven decision making directives distributed leadership high stakes tests K-12 leadership mandates NCLB Ohio reform state report cards strategies superintendent.
247	How Do Educational Leaders Understand Career Readiness: A Q-methodological Study Lopienski, Sarah A. 15 July 2016 (has links) No description available. Education Counseling Education Counseling Psychology Vocational Education career readiness college and career readiness k-12 education career development social cognitive career theory theory of career construction q-methodology educational leaders educational administration school counselor
248	Impact of Trauma-Informed Care Professional Development on School Personnel Perceptions of Knowledge, Dispositions, and Behaviors Toward Traumatized Students Goodwin-Glick, Kelly L. 20 March 2017 (has links) No description available. Adult Education Education Education Policy Educational Leadership School Administration Teacher Education trauma-informed care trauma-informed K-12 schools dispositions retrospective survey design leadership professional development childhood trauma transformational learning certified classified employees staff
249	Hoodies, Rainbows, Guns, & Goodbyes: An Autoethnographic Study Exploring the Experiences that Impacted One Educator’s Decision to Leave K-12 Education Andrews, Kenzie L. 15 July 2022 (has links) No description available. Early Childhood Education Education Educational Leadership Education Philosophy Secondary Education Teaching Teacher Education autoethnography collage vignettes narrative inquiry K-12 education public schools arming teachers LGBTQIA+ education BlackBoyCrit pedagogy Ethic of Care justice-oriented pedagogy
250	The Social and Cultural Conditions for Sexual and Gender Minority (SGM) Students in a Rural Community: A Case Study of Educators’ Perspectives Kelly, Wade B Unknown Date No description available. Queer SGM Sexual Orientation Gender SOGI LGBT GLBT LGBTTQ School K-12 Rural Social Justice Equality Adult Education Feminism Sexual Orientation and Gender Identity Queer Theory Poststructural Feminism Northern Gay Lesbian Trans-identified Homophobia Professional Development Transphobia Heterosexism Heteronormativity Heteronormative GSA QSA Gay Straight Alliance Homosexual Trans Grassroots Social Activism Resilience Education Social and Cultural Conditions Qualitative Focus Groups Case Study Teachers Students Agency Change

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