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Introduction: An increasing number of children in need of special support are included in mainstream schools. The roles of teaching assistants have changed with the inclusion of these children. Social partic-ipation is an essential aspect of inclusion, possible to be achieved in schools. In the literature social participation in elementary schools is studied in terms of friendships and relationships, contacts and inter-actions, perception of pupil with special education needs and acceptance by classmates. The impact that teaching assistants have on social participation has been questioned due to low or no education or training to work with children in need of special support. The aim is to investigate the social participation dimen-sions and the impact that teaching assistants have on the social participation of children in need of special support in mainstream elementary schools.Method: A systematic literature review was performed exploring four databases.Results: Nine studies in total were found. Seven studies examined social participation dimensions of con-tact and interactions, four – perception of pupil with special education needs. Friendships and relationships and acceptance by classmates were examined in two studies. Six studies identified negative impact of teaching assistants on social participation of children in need of special support, and three showed positive and negative results. The impact is attributed to the roles of teaching assistants, and participation in class.Conclusion: All four dimensions of social participation were studied in the articles, but no studies explored all dimensions at once, therefore complete impact of teaching assistants cannot be entirely realized yet. Nevertheless, the negative trend of teaching assistants’ impact on the social participation of children in need of special support found in this systematic review implicates two possible approaches. The role of teaching assistants could be shifted and adapted to suit the abilities of teaching assistant. Education and training of teaching assistants are necessary to support social participation of children in need of special support.

The purpose of this dissertation was to analyze the impact of international experiential education on life choices, specifically those related to career and educational goals. This was accomplished through two main phases of research. In the first phase, a web-based survey was used to explore the question of whether international experiential education did, in fact, impact life choices. Responses from this initial phase were used to identify a purposive sample of eight respondents with whom telephone interviews were conducted in the second phase of the study. The goal of the interviews was to determine, for those who indicated that their life choices had been impacted by the abroad experience, when and why it had happened. The evaluation was done by applying Mezirow’s transformative learning theory to the analysis. The self-reported responses indicated that there was an impact on life choices related to educational and career goals in almost 80 percent of the 74 survey respondents. These data were used as the foundation for the second phase of the study, which examined the catalysts for, and the process of, transformation through the lens of transformative learning theory. Almost all respondents indicated that the international experience had transformed their perspectives on their identity and purpose in life. Seven out of eight respondents discussed how they had gained an understanding of the fact that where one is born defines his or her perspective. One’s sociocultural environment defines who one is and how he or she sees the world. The international experience allows a person to see themselves through the eyes of others. While the timing and specifics of the catalysts varied, each of these seven had gone through the phases of transformation--disorienting dilemma, critical reflection, changed frame of reference--with some relation to the abroad experience.

Although many researchers have pointed out that educational robots can motivate student learning, learning motivation inevitably declines over time. The sustainability of learning motivation is closely related to instructional strategies. In other words, appropriate instructional strategies are still essential to sustain a learner's learning motivation in robot-assisted instructions. The ARCS model provides systematic guidelines for enhancing and sustaining learning motivation; however, it provides very limited instructional practices in the model. Recent development in educational robot grows rapidly. A humanoid robot, which has a tangible and attractive body and limbs, is able to perform movements and gestures and to interact with its users. This study aims to develop instructional strategies and activities based on the ARCS model and the specific features of the robot teaching assistant (RTA) to enhance and sustain motivation in learning English reading skills. A quasi experiment and a survey were conducted to evaluate the effects of the designed strategies and activities. The results showed that the design of the RTA-based activities following the ARCS model for learning English reading skills was positively and significantly contributed to students¡¦ learning motivation, learning performance and continuance intention.

In 2008, Kaohsiung City launched an English co-teaching program, which annually recruits 12 young American college graduates to promote English language instruction and cultural exchange. These young Americans serve as English teaching assistants (ETAs), whose main duty is to co-teach with local English teachers (LETs). This study aims to understand the students¡¦ learning English attitude and motivation in elementary schools participating in the LET and ETA co-teaching program, investigate the interaction effects of grade, cram school experience and LET and ETA co-teaching on students¡¦ English learning attitude and motivation and to offer a few concrete suggestions for the improvement of co-teaching program in public elementary schools based upon the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 811 English teachers from 12 elementary schools in Kaohsiung City as the subjects. As a result, 618 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, two-way ANOVA and Scheffe method were conducted for data analysis and finally come to the following results: 1. The interaction effects of co-teaching and grade on elementary school students¡¦ attitude toward LET teaching, self-English learning and overall English learning attitude are significant. 2. The interaction effects of co-teaching and cram school experience on elementary school students¡¦ self-evaluation of learning outcomes and overall English learning attitude are significant. 3. The interaction effects of co-teaching and grade on elementary school students¡¦ instrumental motivation, negative motivation and overall English learning motivation are significant. 4. The interaction effects of co-teaching and cram school experience on elementary school students¡¦ instrumental motivation are significant. Based on the results of the study, some suggestions are proposed to the educational authorities, schools, as well as future studies.

This yearlong dissertation study focused on understanding the experiences of domestic graduate mathematics teaching assistants (GMTAs) and the context in which they shape and develop their teaching views and practices. The intent of the study was to detail the teaching development of several GMTAs, determine the impact that their preparation programs had on their teaching, and identify other sources that influenced their teaching practices. Utilizing qualitative research methodology, consisting of interviews substantiated by observations, eight GMTAs were purposively selected and studied. Analysis provided the following findings.GMTAs are not a homogenous group; they bring with them different experiences, knowledge, preparation, and attitudes, all of which influence the way that they teach. In addition, a number of factors, many of which are external, played strong roles in shaping GMTAs' teaching practices. This study both identifies such factors and describes how they impacted the GMTAs' teaching practices.Preparation (training) programs were among these factors. Preparation programs can impact the teaching practices of GMTAs. This impact, however, is affected by the influence of other factors (such as course structure, time management, and limited pedagogical knowledge), which can support, constrain, or even counter-act the impact of training programs; this provides insight into why research has found programs to have limited impact on GMTAs' teaching. Furthermore, GMTAs are not always aware of the ways in which these programs impact their teaching; positive testimonials and attitudes toward training do not guarantee influence or impact on teaching practices, nor do negative ones; this suggests caution in using interviews as the sole basis for the evaluation of training programs.This dissertation provides detailed data stories for three of the participants. A list of factors and discussion of how they impacted their teaching practices is given. Some connections are made to research on K-12 teacher preparation. It shows the need for extended GMTA preparation programs, programs which provide significant instructional knowledge and which include guided instructional practices. For researchers, it shows the need to include classroom observations when studying and evaluating preparation programs, discussing the limitations of solely interview based findings.

abstract: The advancement of technology has substantively changed the practices of numerous professions, including teaching. When an instructor first adopts a new technology, established classroom practices are perturbed. These perturbations can have positive and negative, large or small, and long- or short-term effects on instructors’ abilities to teach mathematical concepts with the new technology. Therefore, in order to better understand teaching with technology, we need to take a closer look at the adoption of new technology in a mathematics classroom. Using interviews and classroom observations, I explored perturbations in mathematical classroom practices as an instructor implemented virtual manipulatives as novel didactic objects in rational function instruction. In particular, the instructor used didactic objects that were designed to lay the foundation for developing a conceptual understanding of rational functions through the coordination of relative size of the value of the numerator in terms of the value of the denominator. The results are organized according to a taxonomy that captures leader actions, communication, expectations of technology, roles, timing, student engagement, and mathematical conceptions. / Dissertation/Thesis / Doctoral Dissertation Mathematics Education 2017

In Diploma thesis, the author addresses the issue of educating a pupil with Duchenne Muscular Dystrophy (DMD). In the introduction, she explains her choice of the theme. In the theoretical part the author presents muscular dystrophy, its course, manifestations, treatment options and support, based on a study of professional medical, pedagogical, psychological and specifically pedagogical literature, It will also describe the specifics of the disease in relation to education of pupils with Duchenne muscular dystrophy and will list the educational possibilities for pupils with this disease in the Czech Republic. In the practical part, the author presents a qualitative research conducted through the analysis of a case study of a particular pupil, from his passive as well as participating observation in the classroom, from semi-structured interviews with the pupil's mother, with his teachers and his teaching assistant, with this particular pupil with DMD and his classmates. In addition to this the analysis of school documents, SPC reports and medical reports are considered. The author evaluates the possibilities of education of pupils with Duchenne muscular dystrophy. This issue is viewed from the side of the pupil himself, his classmates, teachers, teaching assistants and parents. Based on her...

Higher student enrollment rates and evolving student expectations are current challenges for many universities.Today’s students expect teaching pedagogy that integrates technology and offers flexibility. Blended course designs provide both of these things because they include both face-to-face and online learning opportunities.Utilizing web-based learning platforms, now offered by many college textbook publishers, can also enhance a student’s online learning experience and performance. This research focuses on a blended-design general education nutrition course offered at Utah State University(USU). Prior to Fall 2015, “Mastering” (Pearson Publishing)was the web-based learning platform being used in this course.A separate study, completed in 2015, assessed the efficacy of Mastery over two consecutive semester periods and concluded that it was ineffective in increasing students’ final letter grade or improving knowledge retention. As a result, Mastering was replaced by anew web-based learning platform,called “Connect” (McGraw Hill Publishing). One of the purposes of this study was to evaluate Connect.Students who used Connect earned higher final grades and showed increased knowledge retention rates at the end of the semester compared to students who had used the old platform (Mastering). When below-average and above-average pre-test score groups were compared, there was no statistical difference between Mastering andConnect on students' knowledge retention rates on a post-test administered 4 months after course completion. We also found that, like Mastering, the knowledge retention rate for students who used Connect increased the most among the students who scored the lowest on an initial assessment of nutrition-related knowledge. One complaint of blended courses that students often report is a feeling of disconnection or decreased engagement.A second part of this research measured self-reported rates of student satisfaction and engagement to determine the effect, if any, of additional technological tools (Google+, for example) and greater interaction and support from a graduate-level teaching assistant(TA). Compared to the class without the additional tools and TA support, final grade, course satisfaction level,and student attendance rate improved in the classes that did incorporate these things. A student engagement survey was given at the beginning and end of the semester to measure the change in the engagement level during the semester.Interestingly, freshman students earned higher final grades than upper classmen and student engagement rates decreased as the semester progressed. Overall, the Connect platform and the additional tools and TA support had desirable effects, including greater student-reported levels of course satisfaction and improved academic performance. Also, it appears that these additional components helped at-risk students the most–especially freshmen students and students who scored low on the pre-test that measured existing nutrition knowledge at the beginning of the course.

The purpose of the study was to test an intrinsically-motivated interaction approach, designed to increase distance education support, for both content and motivation, in a cost-effective manner. The literature summarized shows that distance education students desire content and motivational support beyond course materials and are limited in their success without it. Further, while researchers explore increased interaction as a solution, professors usually do not have time for it and attempts to provide it are often restricted by institutions' limited resources. Very little has been published on the effects of distance education tutors and the need for more research in this area has been noted, especially with regards to cost-effective, scalable service models. Even when attempts to increase interaction are successful, they are usually achieved by requiring participation in online discussion boards, making them mechanical and frustrating to students. The proposed solution is an on-demand tutoring service to increase (a) achievement, (b) completion, (c) satisfaction and (d) cost-effectiveness. Participants included Brigham Young University Independent Study students enrolled in a college algebra (MATH 110) course. A quasi-experimental research design, multivariate analysis of variance (MANOVA), graphing techniques, correlation, and chi square analyses were used to determine the effects of the on-demand tutoring intervention. No statistically significant differences were apparent in the midterm scores, final exam scores, satisfaction ratings, or completion rates. However, despite unexpectedly low usage, the tutor appears to have been an adequate substitute for the professor in answering students' questions, and the potential for providing cost-effective on-demand tutoring services seems attainable. A summary of the study's strengths and weaknesses provides insights for improved practice and future research.