Thesis (Ed. D.)--Washington State University, December 2007. / Includes bibliographical references (p. 125-134).

Focusing upon the intersections between community college faculty and assessment professionals (e.g., institutional researchers) in improving student learning outcomes, the purpose of this study was to describe, analyze, and interpret the experiences of these professionals as they planned for and conducted student learning outcomes assessment in developmental reading, writing, and study skills courses. This instrumental case study at one particular community college in Florida investigated the roles played by these individuals within the larger college effort to develop a Quality Enhancement Plan (QEP), an essential component of a regional accreditation review. The methodology included individual interviews, a focus group interview, a field observation, and analysis of documents related to assessment planning. There were several major findings: · Assessment professionals and faculty teaching developmental courses had similar professional development interests (e.g., teaching and learning, measurement). · While some faculty leaders assumed a facilitative role similar to that of an assessment professional, the reporting structure determined the appropriate action taken in response to the results of assessment. That is, assessment professionals interpreted results and recommended targets for improvement, while faculty and instructional administrators implemented and monitored instructional strategies. · The continuous transformation of the QEP organizational structure through research, strategy formulation, and implementation phases in an inclusive process enabled the college to put its best knowledge and measurement expertise into its five-year plan. · Developmental goals for students in addition to Florida-mandated exit exams included self-direction, affective development such as motivation, and success at the next level. · Faculty identified discipline-based workshops as promising vehicles for infusing instructional changes into courses, thus using the results of learning outcomes assessments more effectively.A chronological analysis further contributed to findings of the study. This researcher concluded that the College's eight-year history of developing general education outcomes and striving to improve the college preparatory program through longitudinal tracking of student success had incubated a powerful faculty learning community and an alliance with assessment professionals. This community of practice, when provided the right structure, leadership, and resources, enabled the College to create a Quality Enhancement Plan that faculty and staff members could be proud of.

Student academic entitlement behavior is a problem within the United States' higher education system. This behavior could affect student learning, harm institutional reputation, and inflict undue pressure on faculty. The purpose of this qualitative case study was to understand what faculty members identify as the causes and the implications of student academic entitlement behavior and the actions needed to inhibit the behavior. The work was supported by applying Morrow's conceptual framework that suggests student academic entitlement behavior challenges academic achievement. Completed at a for-profit university in the southern United States, the research questions of this study examined the faculty members' perceptions of student academic entitlement behavior. Data were collected from semi-structured interviews with a purposeful sample of 12 participants and analyzed using an eclectic coding method. The faculty acknowledged that some students enter the university with academic entitlement tendencies; however, the faculty perceived institutional practices and policies that sanctioned student consumerism as a primary enabler of the behavior. Emerged findings suggested an endorsement of learning-focused efforts, including explicit expectations of students, admittance practices, and andragogical professional development for the faculty to assist in curtailing the behavior. The findings of this study are presented in a position paper and afford an opportunity for social change by offering the faculty members' perceptions of a potentially damaging behavior. The findings are significant for educators who seek to initiate a conversation about the relationship between student academic entitlement behavior and institutional practices and how to inhibit the behavior within the institutional community.

The UK Higher Education (UKHE) sector has expanded overseas student numbers in recent years bringing significant economic and financial benefits to the sector and the economy. Yet, overseas student numbers are now under threat due to international competition, UK immigration law and the recent referendum decision to leave the EU. As a result, two key challenges arise for UKHE: the need to operate effectively in an international market; and, to meet the increasing expectations of international students (Grove 2015).Chinese students form the largest overseas country group studying in the UK with 21% of all overseas students. Business studies, including accounting, is the most popular subject area with nearly 40% of all overseas students (UK Council for International Student Affairs, 2016). This DBA study explores the learning experiences of a cohort of overseas Chinese students who have transferred from two years of study at colleges in China to a professionally accredited accounting undergraduate degree programme at a Scottish university. The overarching aim is to understand the nature of the students' learning experiences in the context of the degree programme in which the study takes place. The research was conducted from a critical realist theoretical perspective and used a qualitative research method to develop an understanding of the nature of the learning experiences as perceived by participants. Research data, gathered from focus group interviews with student participants, was analysed thematically. Findings show that issues with English lead to low levels of integration with other students, resulting in participants turning towards a learning strategy of independent learning among themselves. This further restricts exposure to English, including specialised accounting vocabulary, accounting concepts and theories, and cultural experience. The findings make a contribution to knowledge in terms of how this group of overseas Chinese students perceive and respond to their learning experiences of a Scottish accounting degree programme including aspects of the specific accounting subject discipline. Recommendations offer considerations to enhance LTA practice in the wider HEI context and the accounting discipline.

A study was conducted to investigate the relationship of students' concept integration and achievement with time spent within a topic and across related topics in a large first semester guided inquiry organic chemistry class. Achievement was based on evidence of algorithmic problem solving; and concept integration was based on demonstrated performance explaining, applying, and relating concepts to each other. Twelve individual assessments were made of both variables over three related topics - acid/base, nucleophilic substitution and electrophilic addition reactions. Measurements included written, free response and ordered multiple answer questions using a classroom response system. Results demonstrated that students can solve problems without conceptual understanding. A second study was conducted to compare the students' learning approach at the beginning and end of the course. Students were scored on their preferences for a deep, strategic, or surface approach to learning based on their responses to a pre and post survey. Results suggest that students significantly decreased their preference for a surface approach during the semester. Analysis of the data collected was performed to determine the relationship between students' learning approach and their concept integration and achievement in this class. Results show a correlation between a deep approach and concept integration and a strong negative correlation between a surface approach and concept integration.

<p>Teacher talk is a powerful pedagogical tool in the science classroom. Educators use their talk to provide information, guide discussions, check for understanding, and develop students' scientific identities. However, few researchers have investigated how teachers use their talk during an integrated science, technology, engineering, and math (STEM) unit. This three-study dissertation investigates how teachers use their talk to introduce a new discipline to students and how their talk affects student learning and engagement during an integrated STEM unit. I designed these research studies to answer the overall question: What talk moves do teachers use during an integrated STEM unit, and how does the teacher talk affect student engagement and learning? Study 1 is a multiple case study investigating how teachers guide classroom discussions and how that teacher talk affects student learning during the integrated STEM unit. Results demonstrate the importance of teachers carefully balancing dialogic discussions and providing information during these instructional units. Study 2 is an interpretative qualitative study that investigates how a teacher's autonomy-supportive and/or suppressive talk affects student engagement during the integrated unit. Results show that each student responded differently to the teacher talk that occurred in the classroom. While some became more engaged when the teacher used autonomy-supportive talk, others became disengaged during the same type of talk. Study 3 is a multiple case study investigating the talk moves teachers use when integrating engineering concepts in the curriculum. Results show that the two teachers requested student participation in the conversation about engineering more during the first lesson of the unit than the last. In addition, only one of the two teachers in this study incorporated talk about engineering into the science lessons. The last chapter of this dissertation synthesizes the data from all three studies. This chapter identifies some common themes across the studies, including the complex nature of teacher talk, the influence of non-talk factors, and the importance of dialogic discussion. This chapter also identifies some implications for teaching, including the need to restructure the curriculum units and to coach teachers during their first implementation of an integrated STEM unit.</p>

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Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms this relationship. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 students. An analysis of professional learning communities and student achievement data through hierarchical linear modeling indicated that each of the eight clearly defined elements of professional learning communities have a significant relationship with student achievement.

Prior research has raised questions about different kinds of Music in General Studies (MGS) courses offered at two-year colleges, but few have addressed faculty perceptions related to student learning outcomes (SLO) and institutional missions. In principle, there is a demand on educational institutions to be accountable for SLOs, but two-year colleges present special accountability problems, because they serve multiple missions within each institution. MGS faculty perspectives can provide baseline data needed to demonstrate the ways in which MGS courses contribute to meeting the needs of students, the community, and the institutional missions. This study serves a broader goal of familiarizing readers with faculty perspectives on music education in two-year colleges. More specifically, it contributes to understanding how student learning outcomes of MGS courses are incorporated in light of blended missions as well as the challenges created by serving blended missions within a single music course. The following questions guide the research and focus on South Carolina, two-year college music faculty perspectives on MGS courses: (1) How do instructors of MGS courses describe the primary learning goals of students enrolled in MGS courses? (2) What student learning outcomes do instructors of MGS courses identify for measurement in their MGS courses? (3) How do the instructors' perceptions shape MGS content, textbook selection, and SLOs? (4) How are student learning outcomes measured in MGS courses? (5) How do instructors of MGS courses perceive the purpose of MGS within the institutional mission of their respective colleges? Following within case and cross case analysis of interview data, findings indicated that participants tended to emphasize "identifying the elements of music using correct terminology" as the most important SLO in MGS courses. All participants considered "performing music" the least important SLO. The majority reported their institutional missions as "blended" (transfer and vocational) and perceived MGS courses to be aligned with institutional missions. &#8195;

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