Reading and writing curricula in more than 50% of America's schools have not been successful in assisting students to meet mandated academic performances for a number of reasons, including lack of student motivation and self-esteem. Research studies indicated that music can influence student motivation and academic performance in subjects such as language arts and that a music-infused curriculum could generate the positive difference between academic failure and academic success. For this qualitative case study with a constructivist paradigm, the purpose was to observe, document, and analyze music-infused lessons used by 4 teachers from prekindergarten to 5th grade with the goal to enhance students' language arts skills. The study examined teachers' perspectives and the instructional tools they used to stimulate and motivate students to strive toward academic success. It included interviews, a focus group, and observations with the participants. Data were coded, transcribed, analyzed, and evaluated for the final documented results, which revealed the benefits teachers experienced and the positive changes they noticed in their students from using music infusion in language arts. Findings revealed that students were more motivated, exhibited better attitudes, and had sustained attention and better retention of lessons taught with a music-infused structure. A recommendation is that administrators allow teachers more opportunities and flexibility to collaborate and assist with developing music-infused lessons to align with their language arts curriculum. Overall, the implications for social change were significant for educators, administrators, and students by providing an alternative method to teaching language arts that can increase motivational levels and academic success of struggling students.

This dissertation aims to understand the female Saudi mathematics teachers' formative assessment practices after coming back to in-person instruction and the impact of such practices on female student attitudes toward learning mathematics. The study was conducted in two middle schools located in the North and South districts of a large city in Saudi Arabia, using a sequential mixed study design methodology . The study's sample included 4 female mathematics teachers and 104 8th grade mathematics female students. For the qualitative research design, I conducted four interviews and used the NVivo program to thematically analyze my results. Additionally, I used AssessToday observational protocol to conduct 12 observations (three per teacher) and triangulated to analyze the data, including my filled notes, lessons audio recordings, and photos. For my quantitative design, I administered the Attitudes Towards Mathematics Inventory (ATMI) Scale to 104 8th-grade mathematics female students in a pre- and post-survey and I performed a confirmatory factor analysis (CFA) to assess the internal structure of my data. Overall, the study revealed that despite teachers' claims of practicing formative activities, their actual practices may not reflect it. The study confirmed the literature that using AssessToday is applicable regardless of the location, culture, language, and education system. The study contributes to short-cycle formative assessment literature by showing a positive and linear relationship (although not statistically significant) between teacher's use of formative assessment and students' attitudes toward learning mathematics.

Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))

Online learning has grown exponentially within higher education in the past decade, especially at community colleges. As online course offerings expand community colleges need to assess student learning in order to ensure quality learning experiences for students and for accreditation purposes. The purpose of this study was to compare the assessment methods of community college faculty who teach the same course in both face-to-face and online formats, in order to determine the similarities and differences that exist in assessment practices. This study stemmed from the constructionist and pragmatic perspectives of the researcher. Additionally this study asked how community college faculty perceive the effectiveness of different assessment methods on student learning. The method for this research was a qualitative multiple case study in which community college accounting faculty were interviewed to explore how they assess student learning in both the online and face-to-face formats. Homework problems, exams, quizzes were the most commonly used methods of assessment of student learning in both formats by the study participants. Furthermore, exams and quizzes were believed to be most effective in assessing student learning, among the community college faculty members interviewed. Another discovery from this study included the prevalent use of publisher's software,called My Accounting Lab, among community college accounting faculty in administering assessments to students. Additional concerns around assessing online students effectively, managing online student group work, and mitigating online student cheating were also revealed during interviews with study participants. / Graduation date: 2013

Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance, students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure.

We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.

El objetivo de esta tesis es mejorar la efectividad y eficiencia de los entornos de aprendizaje virtual. Para lograr este propósito se define un Modelo de Usuario que considera las características del usuario, el contexto y la Interacción. Estas tres dimensiones son integradas en un Modelo de Usuario Integral (MUI) para proveer adaptación de contenido, formato y actividades en entornos educativos con heterogeneidad de usuarios, tecnologías e interacciones. Esta heterogeneidad genera la entrega de contenidos, formatos y actividades inadecuadas para los estudiantes. La particularización del MUI en un entorno educativo es definida Modelo de Estudiante Integral (MEI). Las principales aportaciones de esta tesis son la definición y validación de un MUI, la utilización de un MEI abierto para propiciar la reflexión de los estudiantes sobre sus procesos de aprendizaje, la integración tecnológica con independencia de plataforma y la validación del MEI con estudiantes en escenarios reales. / he aim of this thesis is to improve the effectiveness and efficiency of virtual learning environments. To that end, it defines a user model that considers at the same time the characteristics of the user, the context and the interaction. These three dimensions are embodied into an Integrated user model (MUI, from the Spanish Modelo de Usuario Integral) to provide adaptation of content, format and educational activities in heterogeneous environments of users, technologies and interactions. One problem that arises in such heterogeneous environments is that inadequate content, format and activities are delivered to students. The MUI is a general model, and as an example of its application, an Integrate Learner Model (MEI, from the Spanish Modelo de Estudiante Integral) is introduced in an educational setting. The main contributions of this thesis are the definition and validation of a MUI, the use of an open MEI to promote student reflection on their learning experience, technology integration with platform independence and validation of the MEI with students in the real world.

Text in English / The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers. / Psychology / M.A. (Psychology (Research Consultation))

The purpose of this qualitative case study was to examine the systems in place to build the capacity of elementary instructional coaches in a fast-growth district. Through syntheses of research from educational scholars, the conceptual framework was developed with a focus on building capacity of instructional coaches in an ever-changing environment of fast-growth through the lens of professional learning communities, human and social capital, and support from district and campus administration. This study assessed the perceptions of six instructional coaches, six principals, and six district leaders from Rose ISD regarding the school district's support for building the capacity of instructional coaches within the elementary instructional coaching program. The three-part data collection process included document analysis, in-depth interviews, and focus group interviews to support triangulation of data. Through the a priori coding process, the following four themes emerged that highlight key components needed to support district leaders in establishing systems to build the capacity of instructional coaches in an ever-changing environment caused by fast growth: structured time for professional learning, program clarity, collaborative support systems, and implementation of a professional learning community framework. This study revealed a specific need to further understand systems for monitoring and evaluating the effectiveness of the instructional coaching program in an ever-changing environment of a fast-growth district.

Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance, students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure.