This study investigated the various teaching strategies implemented by the teachers in a computer-based Mathematics course delivery model created by the LSU Math Department and applied in Louisiana High Schools. This model was referred to as R2R (Roadmap to Redesign). It was a course design that includes whole class instruction time (about 25% of class time) in addition to time spent with teacher assistance utilizing computer software (MathXL) to practice exercises, submit homework assignments, and take quizzes and tests.The study aimed to determine the proportion of teachers using the R2R model that opt to support a conceptual agenda in their whole class instruction, the proportion of teachers that had a procedural focus in their instruction, and the instructional methods used by each of these groups. The study employed a mixed methods design, where both quantitative and qualitative data were collected. The quantitative data was collected through a survey instrument, and served to categorize teachers as potentially conceptual or potentially procedural, and determine the proportion of each category. The qualitative data were collected through observations and interviews, and served to portrait the characteristics of procedural and conceptual instruction. The survey identified 7 out of 34 teachers as potentially oriented by conceptual goals in their R2R instruction, 8 teachers as procedurally oriented, and the remaining 19 teachers as intermediate in their orientation. Procedurally oriented teachers tended to demonstrate solution methods, focusing on the quickest and most efficient approach to solve a problem. Of three potentially conceptual teachers observed and interviewed in the study, none actually displayed instructional methods that aligned with their aspirations for student learningall of them adopted procedural methods of instruction. However, one of the teachers, observed a second time during a portion of the course following the completion of R2R goals, did conduct a conceptually oriented lesson. The initial motivation for this study was to document the ways in which conceptually oriented teachers adapt the R2R format to meet their goals. The study results tentatively suggested that the time constraints imposed by the R2R curriculum render this instructional approach incompatible with conceptually oriented instruction

This study aimed to explore how the indigenous (national) culture of teaching and learning mediates teachers understandings of constructivism in China and the U.S. Thirty middle school math teachers who are self-identified with the mathematics teaching reform movement in each country participated in this study (NCTM 2000 Math Standards in the United States or the MOE 2001 Math Standards in China). Both theoretical and empirical methods were adopted for this research. Theoretical analysis led to a new cultural model that helped select appropriate cultural elements for this study. Based on emergence theory, the new model perceives Confucianism and Taoism as the most influential beliefs and values in terms of teaching and learning in China, in contrast with Behaviorism and Individualism in the U.S. This study revealed that the indigenous culture of China and U.S. greatly influenced teachers understandings of teaching and learning. Chinese participants tended to advocate Eastern belief that math learning develops through mental struggle, and is facilitated by providing hints, whereas their American counterparts tended to have faith in the Western belief that properly sequenced instruction supplemented by general encouragement of students will lead to learning. However, in some cases teachers responses defied the predictions of the cultural model. For instance Chinese and American teachers both tended to opt for the Eastern belief of creating pedagogical balance as opposed to the Western belief in choosing a single well-chosen method. The differences and commonalities between Chinese and American participants understandings of learning and teaching are thoroughly explored in this study. The key issue of transportability of recommended pedagogical practices across cultural boundaries is discussed in the Conclusions section.

This study was designed to evaluate the effects of the proprietary science education software, Conversionoes, on students' conceptual and visual understanding of dimensional analysis. The participants in the study were high school general chemistry students enrolled in two public high schools with different demographics (School A and School B) in the Chattanooga, Tennessee, metropolitan area. A mixed methods design was used in the data collection and analysis to provide a holistic view of the impact of the software on student learning, via a value-added design. The resulting qualitative and quantitative data indicated that the Conversionoes software enhanced the treatment groups conceptual and visual understanding of dimensional analysis. In fact, when all of the quantitative and qualitative data were viewed as a whole, the advantages of integrating Conversionoes into the general chemistry classroom appeared to have a positive impact on student conceptual and visual understanding of dimensional analysis. This was supported by the quantitative data, which indicated a significant difference between the overall pre-test and post-test scores of the treatment groups (n=14, t=-2.896, p=0.008). The treatment groups data were comprised of performance test results from Schools A and B. The descriptive statistics indicated that in general African-American students benefited the most from the software. African-American males had the highest increase in proficiency, 18%; followed by African-American females, 16%; White males, 10.22%; and White Females, 9.67%. With respect to gender, females had the highest increase in proficiency, 15.59%, males increased on average by 12.42%. More importantly the software elevated student performance in all of the ethnic groups and both genders, helping students make gains in their proficiency levels of dimensional analysis problem solving. The qualitative data also showed that most students valued their experiences using the Conversionoes software and claimed that it improved their knowledge of all aspects of dimensional analysis.

Numerous procedures have been suggested for determining the number of factors to retain in factor analysis. However, previous studies have focused on comparing methods using normal data sets. This study had two phases. The first phase explored the Kaiser method, Scree test, Bartletts chi-square test, Minimum Average Partial (1976 & 2000), Horns parallel analysis, and Longmans Parallel Analysis on normal data using the estimation methods of Maximum Likelihood (ML), Principal Component Analysis (PCA), and Principal Factor Analysis (PFA). The second phase explored the Kaiser method, Scree test, Minimum Average Partial (1976 & 2000), and Horns parallel analysis, and Longmans Parallel Analysis on data that contained outliers using the estimation methods of PCA and PFA. In the first phase, sample correlation matrices were generated with varied conditions (sample size, number of variables, estimation methods). Three hundred sample correlation matrices were generated for each condition for a grand total of eighteen hundred. The performance of parallel analysis and the Kaiser method were generally the best across all situations. However, the increase in variables and sample size under each condition showed a difference in accuracy among the methods. The increase in sample size resulted in little difference between estimation methods of PCA and PFA. Recommendations concerning the accuracy of the methods under each condition are discussed. In the second phase, fifty sample correlation matrices were randomly selected from each of the three hundred sample correlations matrices under each condition. An outlier was randomly incorporated in each of the fifty sample correlation matrices. The squared Mahalanobis distance was recorded for each to determine the distance at which the methods start to fail. The research conducted here indicates that Parallel Analysis and Longmans Parallel Analysis was very resistant to outliers in some specific cases. However, it was evident from the data that each method tended to make the incorrect decision on retaining the correct number of factors when the squared Mahalanobis distance reached a certain amount. A discussion of method performance is given on each of the conditions to help determine the most effective and useful combinations on dealing with the outliers.

This triangulated mixed methods study examines the construct of incivility in nursing higher education within the southeastern United States. A modification of the Incivility in Nursing Education (INE) survey (Clark, 2007) was administered to determine behaviors students identify as uncivil within the various contexts of the associate degree nursing educational environment classroom and clinical area and among the nursing education triad students, faculty, and nurses. Ten factors were isolated as a result of exploratory factor analysis. There was a statistically significant difference between beginning and graduating students perceptions regarding one factor, Abuse of Faculty Position. Beginning students described this factor as faculty showing favoritism and not caring. Graduating students described this factor as faculty being rigid and acting superior. There was a statistically significant difference between where beginning and graduating students perceived incivility occurred most frequently. Beginning students identified the classroom and graduating students identified the clinical area as venues where incivility appeared the most. Analysis of students open ended responses revealed differences in the uncivil behaviors found in the classroom and on the clinical unit. Themes emerging included the severity of consequences, harassment, and perpetrators. The consequences of incivility on the clinical unit had the potential to be more severe; there was more opportunity for harassment on the clinical unit where nurses, faculty, patients, peers, and staff were potential perpetrators. A comparison of programs with high and low levels of incivility was conducted through a content analysis of documents related to school mission, curricula, conduct codes, and faculty and by analyzing the open-ended responses on the INE. Findings revealed that programs with high perceived levels of incivility had extensive conduct codes with no student representation on appeals committees, required students to attend nursing classes during the summer, and had an environment which tolerated incivility with consequences focusing on punishment. Programs with low perceived levels of incivility had student representation on appeals committees, did not require attendance during the summer, and focused on dialoguing with those involved in uncivil behavior. Implications for nursing educators are discussed and suggestions for future research are identified.

The purpose of this study was to examine the effects of using audience response systems (ARS) on student learning outcomes and learning processes, when the instructional strategy of using sequentially challenging questions and collaborative discussions were held constant across both treatment and control conditions. A quasi-experimental AB alternating research design was employed. Two sections of a Functional Anatomy and Kinesiology course at a small faith-based college participated in the study. One section served as control and the other section as treatment groups until midsemester, when the roles of the groups switched. Both quantitative and qualitative data were collected and analyzed. Independent t-tests showed no significant impact of ARS in either the unit exams, or the final exam. Chi square tests demonstrated no significant difference in imbedding questions within the presentations. Most students preferred attending class where the ARS are used, citing greater engagement with the instructor, the material and their peers.

This study investigated the barriers to technology integration of teachers that are technology proficient and work in school settings where Type I barriers, such as lack of access, insufficient time to plan, and lack of support, have been systematically removed. The results of this case study are intended to provide practical recommendations for practitioners such as technology coordinators, principals and teachers, and recommend future areas of study. The participants in this qualitative study consisted of eight teachers, three principals and one technology supervisor. Six of the eight teachers were interviewed, and all eight were observed teaching a lesson that utilized technology. The observations were rated using the Technology Integration Matrix. The findings from this study implicate that time for professional development is the barrier that needs to be overcome, and that the professional development should be designed to match the current level of technology integration and the current beliefs of the teachers concerning professional development. Further study into the digital disconnect should focus on how to connect what teachers know about curriculum, students, and teaching to what they know about technology.

This study was conducted in two case-study teachers public middle school classrooms in south Louisiana and a survey in three public school districts. A qualitative research focus with the research design taken from work of Michael Pattons (2002) Qualitative Research Evaluation Methods and James Spradley and David McCurdys (1975) Anthropology: The Cultural Perspective. The survey was developed from the work of Tourangeau, Rips, and Rasinskis (2002) The Psychology of Survey Responses. The researcher assumed the role of participant observer for three months which resulted in two themes: first, traditional teaching methods in the teaching of writing, and secondly, teacher perceptions influence writing (composing) choices. Findings include the teachers modification of the Writing Process (Emig, 1971) omitting social learning aspects, pervasiveness of formula writing, teachers desire for professional development in the teaching of writing, and finally, teachers may interpret the Writing Process as writing instruction.

What does it mean to teach well? What does it mean to be a good teacher? These are questions that have been asked for hundreds if not thousands of years; yet, an unequivocal answer has not been reached. Drawing on Thomas Kuhns (1962/1996) concept of a paradigm, it is easy to see that the field of curriculum is anything but paradigmatic. Competing philosophical, psychological, and sociological schools of thought, for example, all support differing ideas of what good teaching looks like, and teacher education programs often reflect this diversity of thought. The situation does not end at the borders of campuses, either. Not only must teachers aspire to live up to their own ever-evolving ideas of what it means to be a good teacher, but they must also grapple with often differing conceptions of what good teaching means to their coworkers, their schools administration, their students, their students parents, and others. This dissertation is a meditation on my experiences of teaching and being taughtit is about being caught between conflicting and sometimes incommensurable ideas about what it means to teach well and how teachers can find a space to work productively and sanely in the tensions that abound. It has both personal and communal aspects and fluctuates between the subjective and social. On the one hand, it is a way to work through curricular issues I have faced as well as a way to help me think about issues I encounter in daily life. On the other hand, it is a way to share some of my experiences and insights with those in the field of education and to engage with them in a conversation about teaching. While this dissertation focuses on a recursive analysis of my teaching-learning experiences over three decades, it also attempts more. It endeavors to place those experiences within a larger social and cultural frame. In this manner, I hope a deeper understanding of what each readerteacher educator or practitioner in the fieldbelieves constitutes "good teaching" may emerge.

Public education has long been the subject of public discontent. Historical events such as the Soviet launch of Sputnik in 1957, the Civil Rights Movement of the 1950s and 1960s, and repeated media reports that U.S. students were outscored by students in many other countries on international tests each prompted federal and state legislation aimed to reform public education. Following a presentation of the relative standing of the United States on three international tests, the history of public schooling in six states, Texas, North Carolina, Kentucky, Maryland, Florida, and Louisiana, is discussed. The central focus of the study is student outcomes in Louisiana since the passage of Act 478 in 1997, which provided for the states present accountability system. Among a number of programs intended to improve public education, Act 478, consistent with the federal No Child Left Behind Act of 2002, supported the creating of the high stakes test, LEAP. The purpose of the present study was to use trend analysis to examine changes in three student outcomes: (a) student achievement, (b) student matriculation, and (c) student disciplinary actions, particularly suspension and expulsion rates and juvenile arrests. The study was bounded by the years 1997, when Act 478 was passed, to 2005, prior to the landfall of Hurricanes Katrina and Rita. Because Black and White students composed approximately 98% of the public school student population during those years, trends are reported in aggregate and disaggregated by race, except for juvenile arrests for which disaggregated data were not available. The analysis resulted in 30 trends, which revealed that statewide, student achievement had improved for both Black and White students, but not substantially. Contrary to national trends, dropout percentages improved, but the in-grade retention of students increased, especially after LEAP became high stakes in 2000. Suspensions and expulsions trended upwards, but juvenile arrests decreased. The achievement gap between Black and White students persisted though it narrowed slightly in some instances. Finally, more Black than White students were retained, suspended and expelled, and dropped out of school.