ABSTRACT Existing approaches to teaching `culture' in the realm of Distance foreign language (FL) instruction and gaps within; under-researched Computer Assisted Language Learning (CALL) tool of webquests; and Mediation in Sociocultural Theory (SCT) have all led to the following case study. This study was guided by the constructs of `culture' in FL instruction, Sociocultural Theory, and literature in CALL and Computer-Mediated Communication (CMC). This study examines how CMC-embedded webquests (asynchronous and synchronous CMC components built into webquests) developed online students' knowledge and understanding of German culture. Additionally, this study examines what mediating strategies (Lidz, 2002) were used by the online students of German in their asynchronous and synchronous online discussions of German culture, that were part of their CMC-embedded webquests' tasks. A web-based survey was administered to all students in an online German II course to elicit information about each student's past travels to Germany or other German-speaking countries and comfort level with various technologies. Based on their participation levels and the information elicited from this web-based survey, the online class was divided into groups of four, such that maximum variation was achieved in each group. Five such groups were formed with four students in each group. Two content-based CMC-embedded webquests were developed and created for this purpose and were administered over a period of four weeks, with two weeks for each content based CMC-embedded webquest. The first CMC-embedded webquest revolved around `Our Environment' or Umwelt, and the second was called `Germany, before and after the wall.' For each CMC-embedded webquests, the tasks included pre- and post CMC-embedded webquest essays, participation in discussion forums over a period of one week, and online chats. The guiding questions developed for each CMC component were separate. Based on the word count generated by each group, two groups (one with less than optimal and one with more than optimal levels of interaction) were chosen iteratively. In other words, pre- and post essays written by these eight participants, transcripts of asynchronous and synchronous online discussions with respective group members, transcripts of their online interviews, and field notes journal became the data sources for this multiple embedded qualitative case study (Yin, 2003). Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture. Apart from the cognitive benefits of this dynamic CALL tool, affective benefits included that students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed, and particularly found the web resources useful and videos engaging. More importantly, since all participants were distant learners of German, they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication. Results of collapsing all asynchronous and synchronous `e-turns' into Lidz' (2002) mediating strategies indicate that mediating strategies of `Sharing of Experiences,' `Affective Involvement,' and `Joint Regard' were higher for synchronous `e-turns.' This confirms that synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners (Carabajal, LaPointe, and Gunawardena, 2007). On the other hand, higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions. These results highlight the dynamic nature and potentiality of CMC-embedded webquests that can be especially useful to teach culture, an often neglected aspect of FL instruction, and the importance of creating groups and peer interaction in distance FL instruction. Additionally, findings of this study have implications on the purpose of the synchronous and asynchronous online discussions, culture model in FL instruction and design of CMC-embedded webquests.

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.

Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.

The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was: • In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators? This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators. Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.

A variety of lenses were used to examine the world of the novice science teacher. A degree of agency was provided by looking through the eyes of the beginning teacher. Previous studies focused on researcher or program’s orientation, the successes of various educator preparation programs, or were limited in scope to elementary teachers of science. This study was conducted to better understand and appreciate the high school novice science teacher’s view of science, teaching, and teaching science in the today’s contextual setting. Experiences encountered during the initial year of teaching high school science and as perceived by teachers without previous professional teaching experience presents are presented. A multiple case study was built around four individual novice cases from one of the largest school districts in the state of Florida. Of the four cases, three participants were rehired for the following year. The fourth left teaching after nine weeks. The research questions are: How do today’s novice science teachers describe their first year’s teaching experiences? How do novice teacher’s feelings about being science teachers change during their first year of teaching? How do beginning science teachers describe their successes? And, what challenges do today’s beginning science teachers face? These research questions were asked to relate the novice experiences and perceptions associated with the initial year of teaching high school science. Emergent themes included concerns for questionable ethical administrative actions and poor administrative decisions as they are perceived by the novice science teacher. Findings of the multiple case study relate experiences perceived as positive, bureaucratic, involving student and parent apathy, local administration, and missed communications. Beliefs changed about student needs, mandated science exams, district micromanagement, confidence, and unique personal changes. Descriptions provided of success involved mentoring, students, lesson planning, confidence, and retention. Perceived challenges were parent and student apathy, mandated science exam validity, student needs, micromanagement of science lessons, discipline, abandonment, and development. The researcher was employed as a science teacher in the same district as the participants, but at a separate high school.

This study examines teachers’ sense of personal and collective efficacy in two similar schools in Appalachian communities that achieved different results regarding students’ accountability test scores. Prior work in teacher efficacy, which is predominantly quantitative, is extended by the addition of teacher interviews that explore how teachers define the problems they face regarding student performance and how they work individually and collectively on strategies to support students’ success. The findings support that teachers with higher levels of efficacy in their work are associated with higher levels of student success. Further, the study offers insights into how teachers perceive problems and solve the problems at the two schools. Several questions emerge concerning how differences between the schools may be associated with more innovative problem-solving such as involving students in planning their futures, fostering collaboration among faculty to support students, and establishing a professional learning community to meet students’ needs.

An identified gap in the literature associated with college student alcohol use is the exploration of the problem based on ethnicity, specifically possible differences in use between Black and White college students. The purpose of the present study was to examine differences in alcohol use for Black and White college students at a small private university in the southeast United States. The study was conducted using the Core Alcohol and Drug Survey Long Form, which is designed to collect data related to self reported use of alcohol and perceptions of alcohol use among college students. A quantitative methodology was employed by using the statistical analyses one way analysis of variance, difference in proportions, confidence intervals, and multiple regression analysis. The data revealed significant differences by ethnicity exist between Black and White college students when exploring data associated with drinking during the 30 days prior to taking the survey and consuming five or more drinks in a sitting during the two weeks prior to taking the survey. The motivational factors associated with alcohol consumption did not reveal differences based on ethnicity, and the perception of alcohol use at the research site did not differ by ethnicity. The multiple regression analysis revealed that a combination of factors can be used to predict alcohol use, and the strongest predictor identified was the level of leadership in a social fraternity or sorority. The results provided a great deal of insight into the culture of alcohol use at the research site, and the results may assist personnel in the development of a prevention and educational plan to address the problem on campus.

Students entering the high school mathematics classroom are not prepared to learn Algebra 1. In this study, four years of basic skill math data was collected from students on their first full day of high school after summer break. The study shows how much basic math they knew and analyzes the incorrect responses on a Basic Skills Test developed by the researcher. This analysis attempts to discover how the students were processing the math on the test. The study also looks at the shift of the standards over the past ten years in the State of Tennessee. This study answers the question of whether or not this shift has enabled students to know more basic math.

Over the course of American schooling scholars note that democratic education and citizenship have not been abandoned, but perhaps marginalized or pushed aside, as test scores and achievement have become the most desired outcomes. Democratic education must move out of the margins and into high priority. The current political climate of increased division and divisiveness could not illustrate this need any more. Another well-documented challenge within the American educational system, particularly in high need areas is the need for highly qualified teachers. Urban Teacher Residency (UTR) programs have offered a possible solution to this growing problem in recruiting, training, and retaining highly qualified teachers in urban settings. UTRs are designed to alleviate one of the longstanding education challenges of both, quality and quantity of educators within some of the most underserved schools. While the rise in teacher residency programs, particularly in urban settings, and the marginalization of democratic education may seem unconnected, an effort to illuminate their potential relationships guides this study. Qualitative case study methodology (including analysis of program documents, interviews with teachers, and interviews with staff) was undertaken to understand the inclusion of democratic habits in one UTR, as well as the resulting enactment of democratic education by the UTR residents and alumni in one UTR, Mid-Atlantic Teacher Residency (MATR). Findings reveal the use of democratic habits by the residents and in the MATR program was mixed. Democratic habits of associated living, collaboration, student voice, critical inquiry, and student-centered learning were the most prevalent through the MATR program components of coursework, mentorship, and the cohort during the residency year. As teachers, the resident alumni exhibited democratic habits through their professional relationships and attitudes towards student-centered instruction, particularly through the use of activities. A few of the alumni exhibited aspects of democratic education through their discussion of social justice and their commitment to citizenship development. Overall, however, limited evidence of a commitment to democratic education was present in the data, which may be in part due to the program’s relatively low emphasis on democratic education. Other barriers that emerged in the data included: classroom management struggles, administrative support and policies, a lack of promoting democratic education through the program, a disconnect from the residents’ coursework to their classroom practices, and being new teachers. While it does not appear that MATR or other UTRs are currently foregrounding democratic education or democratic principles, I close by discussing why UTRs should emphasize democratic education and offering suggestions for how they might do so.

This study addressed the problem of the lack of Career and Technical Educational (CTE) courses offered at 3 high schools located in a rural Alabama county. Guided by Bourdieu's cultural capital theory, this study examined cultural capital in reference to the transference of knowledge that each high school in this study provides its students throughout their high school education. The research questions explored the stakeholders' perceptions of the factors that prevent the schools from offering more CTE programs and how CTE programs should be expanded in each school. A collective case study design was used for this study, with the data collected through transcribed interviews of 9 educators from the study schools and the examination of archival documents. The data were coded and categorized into a case study spreadsheet. According to the stakeholders, the major factors that prevented the schools from offering more CTE programs were lack of funding, proximity, and conflicts within the schedule. The stakeholders believed that the school system needed to create regional CTE centers that offered more courses with hands-on learning experiences that matched the students' interests. These findings led to a policy recommendation to the Board of Education to create a section under the current CTE policy which addresses program expansion. The policy recommendation and results from this study may effect positive social change by informing the creation and implementation of CTE courses that match students' interests, which may aid in those students being more college-and-career-ready upon graduation. The results from this study are also of interest to researchers examining problems in other school districts with similar deficits.