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När coronapandemin slog till våren 2020 var kemiundervisningen på gymnasieskolorna i Sverige planerad huvudsakligen som närundervisning och få skolor och lärare var förberedda på den snabbt beslutade omställningen till fjärrundervisning. Under vår VFU-period under vårterminen 2021 uppstod en unik chans att undersöka hur ett antal erfarna kemilärare ställde om och hanterade denna speciella situation av undervisning med förutsättningar som ständigt ändrades med kort varsel beroende på smittoläget i Sverige. Lärarna blev tvungna att använda digitala verktyg i sin kemiundervisning under perioderna när eleverna inte fick komma till skolan utan satt hemma framför sina datorer. Syftet med denna studie var att utifrån ett lärar- och elevperspektiv undersöka pandemins effekter på kemiundervisningen på gymnasiet som bedrivits i en hybrid delvis på distans, delvis i klassrummet samt ibland till och med båda samtidigt. En huvudsakligen kvalitativ undersökning har genomförts med data från semistrukturerade intervjuer av kemilärare på gymnasiet samt från elevenkäter som analyserades med tematisk analys. Analysresultatet pekar på att lärarna själva medger att de haft stora utmaningar med fjärrundervisningen som de upplever inte gett samma lärande som närundervisning. Trots denna försvårande omständighet upplevde lärarna att de generellt lyckades nå kursmålen tack vare ständiga omplaneringar, merarbete och med extrastöd till eleverna åstadkomma ett lärande i kemi i slutet på läsåret på ungefär samma nivå som tidigare år med enbart närundervisning. Elevernas uppfattning var att det var svårare att lära sig under distansperioderna vilket medförde stora tapp i motivation och de gav uttryck för att de hade föredragit att få vara mer i skolans lokaler för att lära sig mer av eget laborerande och kunna interagera lättare och mer med både lärare och klasskamrater. / A mainly qualitative survey was conducted using insights from semi-structured interviews of high school chemistry teachers and thematically-analyzed student surveys. The teachers admitted there were major challenges with using online methodologies and tools for education that had not provided the same level of learning as the traditional classroom environment. Despite the aggravating circumstances disrupting their classes, the teachers managed to generally achieve the course goals. However, it required continuous planning, additional time and extra support for them to help students reach the course goals at the same levels as previous years. The students perceived this initial period of remote learning to be more difficult which led toa reduction in motivation. They claimed that lab work was more conducive at school where they could interact more easily and engage with teachers and fellow classmates.

The purpose of this study was to investigate the relationship between teacher efficacy levels and fifth grade Virginia SOL Mathematic achievement. This study sought to determine the extent to which personal efficacy, general efficacy, and total efficacy account for fifth grade Virginia Standards of Learning Mathematic achievement over and above that explained by teacher experience, teacher education, and class size. A critical review of the previous research methodologies and findings on teacher efficacy demonstrated the need for further research in this area. This study hoped to provide school officials in educational leadership with data necessary to plan professional development to improve classroom instruction, teacher efficacy, and student achievement. This study utilized a quantitative survey which measured personal, general, and total efficacy levels among fifth grade teachers in 11 elementary schools located in central Virginia. Twenty-one of the 27 (78%) 5th grade teachers that were surveyed, completed and returned the survey used in the study. Other data, such as teacher education, teacher experience, class size, and student achievement scores were collected from the division with the permission of the division's superintendent. Results of the data analysis indicated that there was no statistically significant relationship between teacher efficacies and 5th grade mathematics SOL achievement. The findings demonstrated that personal teaching efficacy, general teaching efficacy, and total teaching efficacy had no significant impact on 5th grade mathematics SOL achievement over and above the extent that teacher experience, teacher education, and class size impacted student achievement. It should be noted that the following limitations may have impacted the final results of the analysis. Class sizes were of mixed math ability, ranging from 11-23 students. Special education students tended to be in the smaller sized inclusion classes and gifted and talented students tended to be in the larger class sizes. Teacher efficacy levels were based on self-report. The sample size was small and limited generalizability of the results due to the focus on one Virginia school division. Also, student factors, such as prior achievement, were not included in the study. In this study, teacher education and class size did show significance associated with student achievement. Again, the limitations may have contributed to the findings of this study. The study showed that teachers with a master's degree had lower student achievement than teachers with a bachelor's degree, but the results might have been impacted from the limitations. Larger class sizes also had increased student achievement. Factors, such as class make-up of students (smaller classes typically had special education inclusion students and larger class sizes typically included gifted and talented students), class size (smallest class was 11 students and the largest class was 24), and teacher assignment (teachers with master's degrees could have been assigned to students with more academic needs), need to be considered when reviewing these findings, implications, and recommendations. The implications and recommendations were drawn from the findings of this study. The factors and limitations of the study were taken into consideration when the implications and recommendations were developed. / Ed. D.

This study investigates the effects of the switch to online instruction in higher education in Sri Lanka after the COVID-19 outbreak. The study examines different aspects of the move to online education using a mixed-methods methodology that combines quantitative analysis of student satisfaction surveys and qualitative analysis of educator interviews. Qualitative study highlights the difficulties educators have in adjusting to digital platforms, the methods they use to improve student learning outcomes, and the advantages and disadvantages they see in online learning. A quantitative analysis looks at how satisfied students are with their online learning experiences and identifies the main variables that affect their engagement and academic success. For online education to be as effective as possible, the results highlight the necessity of continuous professional development for teachers, fair access to technology for students, and creative pedagogical strategies. In the context of post-pandemic higher education in Sri Lanka, the study adds to the body of literature by providing insights into the intricate interactions among technology, pedagogy, and social behaviors. Future study should focus on comparative evaluations of various online learning platforms, long-term studies to evaluate the effects of online learning, and examinations of challenges related to inclusion and digital equity.

國民中學基本學力測驗（簡稱「基測」）英語科屬高代價之語言測驗，測驗結果攸關每年三十萬左右國中畢業生的升學依據，影響層面甚廣，測驗對教學的影響即語言測驗文獻中所探討之回沖效應。 本研究旨在探討基測英語科對台灣北部地區九年級學生英語學習的回沖效應，以問卷調查台灣北部地區（基隆市、台北市、台北縣、桃園縣、新竹市、新竹縣）九年級學生，從以下四個面向探討基測英語科所造成的回沖效應：（1）學生對基測英語科試題的了解及看法；（2）學生的學習目的；（3）學生的學習方式；（4）課堂活動。本研究以四個行政層級（直轄市、市、鎮、鄉）作為抽樣依據，共計發出1,490份問卷。 研究主要結果如下： 一、大多數學生了解基測英語科之題型及測驗目的。僅有半數學生認為試題簡單，進一步分析顯示，比較了解題型及目的的學生認為試題簡單。 二、學生學習目的與《國民中小學九年一貫課程綱要》英語課程目標一致。不以基測作為主要英語學習目標的學生英語成績較好。 三、學生最常從事的學習活動是聽英語歌曲、看英語影片或節目，也會學習千字表之外的字詞。大部分的學生沒有藉由參考書、參加校內課後輔導或校外補習來準備基測英語科。 四、最常見的課堂活動是老師帶唸課文或單字、文法練習，及寫測驗卷或聽老師檢討內容。相較之下，口說聽力的教學活動較少。 結果顯示基測英語科對學生的學習影響不大，但對老師的課堂教學產生負面回沖效應，進而影響學生學習。綜合研究結果，本研究建議教師應增加課堂教學活動的多樣性，減少測驗相關教材及練習，以培養學生學習英語的興趣與方法。 / The effect of testing on teaching and learning is generally known as washback in the field of language testing and assessment. Despite a growing attention to the concept of washback, most washback studies focus on teachers, not on learners as test takers, who are the most important stakeholders in testing. The purpose of this study is to investigate the washback effect of the Basic Competence English Test (BCET), a high-stakes language test, on 9th-graders in northern Taiwan. The method of questionnaire survey was used to collect students’ perspectives on the following four areas: (a) perceptions of the BCET, (b) learning motivation, (c) learning activities, and (d) class activities. A convenient sample of a proportionate size was selected based on four administrative levels (i.e., national, municipal, town, and village levels) from Keelung City, Taipei City, Taipei County, Taoyuan County, Hsinchu City, and Hsinchu County. Altogether 1,490 ninth-graders from 42 classes at 22 schools were selected for the survey across northern Taiwan. The major findings of the study are as follows: 1. Most 9th-graders in northern Taiwan were aware of the BCET test format and the BCET test purpose. Nearly half of them found the BCET not to be easy. The more the students understood the BCET format, the more likely they thought that the BCET was easy. Similarly, the more the students understood the BCET purpose, the more likely they regarded the BCET as an easy test. 2. Three top motivations for the students to learn English coincide with the overall objectives of English language education in Grade 1-9 Curriculum. Students’ English achievement gets better if they do not regard the BCET as the primary goal of language learning. 3. Students’ most common learning activities include listening to English songs, watching movies/programs in English, and learning words and phrases beyond the word list of 1,000 basic English vocabularies. The BCET does not drive students to undertake the following practices: using practice books for examinations, attending cram schools, and attending self-study classes for the test at school. 4. It was common for the 9th-graders to do practice tests or mock examinations in class, and listen to their teachers explaining the test items. Instruction relating to formal aspects of English also occurred frequently in English language courses, while few aural/oral practice activities were undertaken in classroom teaching. Based on the findings of the BCET washback effects on students and teachers, this study suggests that English teachers should attempt to employ various types of classroom activities, as proposed in Grade 1-9 Curriculum, rather than relying on examination-oriented materials and practices, so as to promote learning interests and develop effective methods of learning.

There has been a shift in education as the focus has moved from the centrality of teaching to the importance of learning (Aseltine, Judith, & Rigazio-DiGilio, 2006). The enhancement of educational experiences and learning of students is a goal shared by instructional supervision (Nolan & Hoover, 2004) and professional learning communities (DuFour & DuFour, 2003). As the need for professional development activities, such as instructional supervision and professional learning communities, to support professional growth continues, how these activities are implemented within a school division remains a critical concern.<p> The purpose of the study was to investigate the links between professional learning communities and instructional supervisory practice as catalysts for authentic professional growth. The result of this study suggests that a zone of authentic professional growth occurs when the activities of professional learning communities and instructional supervision as activities of professional development and reflective practice are aligned. In an era of greater accountability in education school divisions have attempted to support their professional staff with limited resources. Connecting activities to support the goals of the school division, such as professional growth and student learning, is one means of maximizing the use of the resources. There has been considerable research into instructional supervision and professional learning communities however little has been done regarding the connection and implications of these professional activities on each other.<p> The research questions of the study focused on gathering the level of agreement of teachers and in-school administrators regarding qualities of effective instructional supervision and successful professional learning communities. An additional research question focused on what were the criteria of successful professional learning communities that related to effective instructional supervisory practice.<p> The study used mixed research methodology to collect information about one school division. A survey was utilized to collect the perceptions of teachers and in-school administrators regarding successful professional learning communities and effective instructional supervision. The data collected from the survey was analyzed by two interpretation panels, one consisting of teachers and the other consisting of in-school administrators. From the analysis provided by the panels and the survey data collected, it was found that from the perceptions of teachers and in-school administrators in one school system, professional learning communities can contain specific qualities that support effective instructional supervision. The combination of these two professional activities can become a catalyst for authentic professional growth for teachers and in-school administrators.<p> The findings of the study highlights the eight preconditions necessary for an environment or zone of authentic professional growth through the use of professional learning communities to support instructional supervision. Implications, based on key findings, of the study include the need to manage time effectively, and to provide sufficient resources to support instructional supervision through professional learning communities. The school system also needs to develop a culture in which there exists a common understanding of instructional supervision and professional learning communities. It was found that ownership and shared leadership are vital to creating an environment which can embrace the collaborative culture necessary for successful professional learning communities and effective instructional supervision.

There has been a shift in education as the focus has moved from the centrality of teaching to the importance of learning (Aseltine, Judith, & Rigazio-DiGilio, 2006). The enhancement of educational experiences and learning of students is a goal shared by instructional supervision (Nolan & Hoover, 2004) and professional learning communities (DuFour & DuFour, 2003). As the need for professional development activities, such as instructional supervision and professional learning communities, to support professional growth continues, how these activities are implemented within a school division remains a critical concern.<p> The purpose of the study was to investigate the links between professional learning communities and instructional supervisory practice as catalysts for authentic professional growth. The result of this study suggests that a zone of authentic professional growth occurs when the activities of professional learning communities and instructional supervision as activities of professional development and reflective practice are aligned. In an era of greater accountability in education school divisions have attempted to support their professional staff with limited resources. Connecting activities to support the goals of the school division, such as professional growth and student learning, is one means of maximizing the use of the resources. There has been considerable research into instructional supervision and professional learning communities however little has been done regarding the connection and implications of these professional activities on each other.<p> The research questions of the study focused on gathering the level of agreement of teachers and in-school administrators regarding qualities of effective instructional supervision and successful professional learning communities. An additional research question focused on what were the criteria of successful professional learning communities that related to effective instructional supervisory practice.<p> The study used mixed research methodology to collect information about one school division. A survey was utilized to collect the perceptions of teachers and in-school administrators regarding successful professional learning communities and effective instructional supervision. The data collected from the survey was analyzed by two interpretation panels, one consisting of teachers and the other consisting of in-school administrators. From the analysis provided by the panels and the survey data collected, it was found that from the perceptions of teachers and in-school administrators in one school system, professional learning communities can contain specific qualities that support effective instructional supervision. The combination of these two professional activities can become a catalyst for authentic professional growth for teachers and in-school administrators.<p> The findings of the study highlights the eight preconditions necessary for an environment or zone of authentic professional growth through the use of professional learning communities to support instructional supervision. Implications, based on key findings, of the study include the need to manage time effectively, and to provide sufficient resources to support instructional supervision through professional learning communities. The school system also needs to develop a culture in which there exists a common understanding of instructional supervision and professional learning communities. It was found that ownership and shared leadership are vital to creating an environment which can embrace the collaborative culture necessary for successful professional learning communities and effective instructional supervision.

The purpose of this study was to determine teachers’ perceptions of the relationship of the Katy Management of Automated Curriculum (KMAC) system developed by Katy ISD in Katy, Texas, on planning for learning, delivery of instruction and evaluation of student learning in the classroom. KMAC is a customized, proprietary networked technology curriculum management system created for online access to curriculum and the creation and sharing of lesson plans. Data was collected from 635 teachers district-wide through an online survey. This data was used to determine whether there were differences between/among teachers and teacher leaders and between/among elementary, junior high and high school teachers in their perceived impact of the KMAC on planning for learning, delivery of instruction and evaluation of student learning. Regarding planning for learning, teachers were found to have a moderately positive perception of KMAC with teacher leaders being slightly more positive. In addition, statistically significant differences were found between grade levels with elementary teachers more positive than secondary teachers. Regarding delivery of instruction, teacher leaders again perceived a more positive relationship with KMAC than the teacher non-leaders. Statistically significant differences were also found between elementary and junior high, elementary and high school and between junior high and high school teachers, with elementary teachers being the most positive. Teachers were the least positive toward KMAC and the evaluation of student learning. While a statistically significant relationship was found in relationship to the grade level taught and evaluation, this area was admittedly weaker than the other two areas in district development and teachers’ perceptions. While the position of teacher leader seemed to impact the results in all categories, the grade level taught was found to have the greatest statistical impact on the teacher perceptions.

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The implementation of curriculum change, and innovative pedagogical theory, can help educators and administrators in higher education further the learning gains of students in the sciences. But the introduction of new methods of teaching, or curricular restructuring, can be interpreted by students differently, potentially affecting students' emotional states as well as their relationships with peers. To support not only the learning of students, but also their emotional and social well-being, pedagogical and curricular theory should be enacted in ways that take into consideration the full scope of the student experience. In this dissertation, the implementation of curriculum and pedagogical theory, and the effects of the usage of active learning methods, are examined through student learning gains as well as through any reported social and emotional affects. In the first chapter we examine the history and realization of the integration of clinical and biomedical sciences in the field of predoctoral dental education. In the second chapter, the effects of early experiential learning opportunities are examined via students' progression to clinical competence and students’ self-reported confidence in a predoctoral dental program. In the third chapter, we consider and review how curricular change may affect students' emotional states, their relationships with peers, and if the concept of stereotype threat played any role in the complication observed. Lastly, in chapter four we explore how active learning may benefit, or hinder, the learning of students in an undergraduate anatomy course with social anxiety in a virtual learning environment. Throughout this dissertation, we seek to promote student learning through the use of educational best practices and consider how curriculum and pedagogical changes might also affect the feelings and emotional states of students, for the purpose of building a considerate and effective educational environment.