Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0547. Adviser: Nicholas Burbules. Includes bibliographical references (leaves 189-193) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008. / Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4696. Adviser: Theodore W. Frick.

Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1431. Adviser: Melvyn Hill.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2539. Adviser: Kevin Miller. Includes bibliographical references (leaves 158-168) Available on microfilm from Pro Quest Information and Learning.

<p> Few studies have investigated how university students in the United States or in other countries use smartphone technologies to support their learning. Much of the current research has investigated the general use mobile devices such as smartphones rather than identifying the specific applications used by university students to support their learning. In addition, there is a lack of research investigating the influence of institution, gender and culture on university students' use of smartphones to supporting their learning. The purpose of this study was to investigate how US university students and university students from Saudi Arabia use smartphone for learning in the undergraduate teacher education courses. A total of 249 undergraduate teacher education students from Montana State University and 320 undergraduate students from King Kahlid University, Saudi Arabia were surveyed to assess their use of smartphone applications to support their learning. Results from the 43 item smartphone survey found that MSU students reported using their smartphones "sometime to often" during class and outside of classroom setting while KKU students on the other hand reported using smartphones "Never or Rarely" during class or outside of class. The most frequent use of smartphones by MSU students reported was for communicating and collaborating with others by texting or through email. The most frequent uses of smartphones reported by KKU students during and outside of class were for "communicating with others by texting and "accessing course information". Although MSU and KKU students differed significantly on some of the items assessing smartphone use in and outside of the classroom, the differences were very small in magnitude. Both MSU and KKU students reported that they "never or rarely" observed others using their smartphones to dishonestly to complete assignments or during quizzes and exams. Results from this study indicate that smartphone applications are under utilized as a learning tool in higher education. As university students continue to have greater access to mobile devices, university faculty should consider ways to develop courses that are accessible by smartphones and other mobile devices to increase student learning opportunities.</p>

The online teaching skills and best practices of virtual classroom teachers| A mixed method Delphi study

<p> The purpose of this study was to identify the perceptions of iEARN online facilitators with regards to successful online facilitator&rsquo;s roles and their current practice roles. Additionally, the study also attempted to identify the 5 top motivating and inhibiting factors that influence iEARN facilitators&rsquo; roles and affect their performance. The study revealed that iEARN facilitators generally possess a relatively high perception of the successful online facilitator roles. The results of the quantitative questionnaire used to collect data from 35 subjects also demonstrate that iEARN facilitators&rsquo; perception of their current practice of the successful roles do not match with their perceptions of successful facilitator roles. Moreover, the results also showed that iEARN facilitators view intrinsic incentives as the top motivating factors that influence their performance. The study also revealed the 5 top inhibiting factors as per the subjects of the study. This dissertation has helped to bridge the gap between what iEARN facilitators view as successful roles and what they actually do in reality along with the most influential motivating and inhibiting factors.</p>

<p> This qualitative, practitioner research study, conducted by a school leader-as-researcher, was designed to gain insight into instructional leadership and teacher learning through the perceptions of high school teachers participating in a voluntary, school-based, self-organized, self-directed, cross-curricular teacher learning group within a diocesan, Catholic secondary school setting. Using qualitative research methods to gather participant perceptions, the study explored the work of the group, its impact on participants in relation to self, students, colleagues, and the larger school family, and the role of the instructional leader in relationship with the group. Using lenses of instructional leadership, adult learning theory, the relationships between knowledge and practice, and professional/teacher learning communities, I analyzed the legitimacy of this particular type of teacher learning and highlighted leadership dilemmas that may be encountered when a voluntary teacher learning group self-directs. These conceptual frameworks also allowed opportunities to think about issues and practices that matter to an instructional leader and to challenge assumptions about teaching, learning, and leading within a strong, academic tradition in a resilient secondary setting. The inquiry provided a rich analysis of one context through which educational leaders may expand their understanding of teacher learning in different educational settings.</p>

<p> Professional learning communities (PLCs) have gained attention as an effective practice for supporting teachers and developing students since their inception in the early 1990s yet there is still work to be done in developing a blueprint for effective implementation in a pervasive culture of isolation and resistance, especially in secondary schools. While there is political, scholarly and practitioner interest in PLCs as a reform, few empirical studies explore the leadership implications of implementation. </p><p> The purpose of this qualitative phenomenological study was to investigate the lived experience of 6 secondary site leaders in the Southern California region as related to the implementing and sustainment PLCs at their sites. The purpose of this study was to glean the significant challenges and barriers faced by these sites as well as the effective strategies and tools to overcome those challenges as evidenced through the analysis and coding of 1-on-1 in-depth interviews with carefully selected PLC leaders. </p><p> 9 themes emerged during the analysis. There were 6 themes under Research Question # 1: (a) PLC steps were implemented to address low API scores, (b) lack of communication and collaboration prior to PLC implementation, (c) resources of time and money, (d) overcoming staff resistance, (e) the importance of a Leadership Team, and (f) building relationships. There were 3 themes under Research Question # 2: (a) facilitating ongoing communication and celebration, (b) using professional development to promote PLC work, and (c) using common practices for PLCs. </p><p> The study's findings suggest recommendation of several leadership strategies and resources that secondary site leaders should consider when implementing PLCs at their own sites.</p>

<p> The purpose of this quantitative descriptive survey research was to assess and describe the effect of technology training on career and technical education (CTE) teachers&rsquo; perceptions of computer self-efficacy and technology practices in a vocational school district in New Jersey. CTE schools prepare future citizens and workers for the challenges of a global technological society. Technology training is crucial to the success of CTE teachers who have the daunting task of better educating students and developing the highly technical skills and problem-solving abilities of workers to compete in the global marketplace. A purposive sample of 84 teachers who attended technology training in the district completed technology-based surveys and six teachers agreed to participate in an interview and classroom observation. Triangulation of the findings of the surveys, interviews, and classroom observations helped to validate the methods and lend important insights to CTE leaders on the effectiveness of technology training. Findings indicated that CTE teachers are using technology in the classroom, but not implementing at levels consistent with developing the higher order thinking and problem-solving skills of students. A practical suggestion for technology training designs included the use of adult learning theories and constructivism for improving the levels of technology implementation among CTE teachers. Recommendations of the study targeted annual technology assessments, post-secondary collaborative partnerships, and supportive leadership to address the needs and concerns of teachers.</p>