Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 141-156)

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes bibliographical references (leaves 83-89).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 115-122). Also available via the Internet.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes bibliographical references (leaves 83-89).

The access to higher education has been massively expanding which has impacted on quality of education, assessment system, learning environment, teaching and learning approaches at classroom level. In encountering with the massification, Cambodian and Thai governments are struggling to provide students with excellent academic performance and employable graduates in the competitive labor market of today. English language was one of the key tools for the students to acquire knowledge and skills for the national, regional and international marketplace. This research aims to provide comparative understanding of how undergraduates learn and achieve their academic outcomes through English curriculum in the contexts of Cambodia and Thailand. The objectives of the study are to compare levels, relationships and predictability of learning approaches and learning outcomes achieved by the undergraduate students. The total samples of 186 key informants were the undergraduate students from Cambodia (n=97) and Thailand (n=89) who enrolled in year 3, 4 and fresh graduates of English major in two respective universities. The data collection method was gathered through a self-rating online survey employing RASI and CEQ questionnaires to measure the perceptions. The descriptive data, correlation coefficients, and multiple linear regression were used for the comparative data analysis. The study yielded different levels of learning approaches and similar degrees of learning outcomes in the two groups. The students from Cambodia gained higher level of utilizing deep approach to learning (M=3.79) and they were found to achieve higher GPA on average (67%). The finding not only indicated similar significant relationships (p<.05) between the models in each group but also showed different levels of influences on students’ learning achievement. The strongest predictor of learning outcomes (R2=.34) was explained by deep approach to learning for Cambodian group whereas the learning outcomes for Thai group (R2=.47) were predicted by strategic and deep approaches to learning. The study also suggested that teachers and relevant educational actors encourage students to use deep and strategic approaches while demotivating surface approach to learning in order for the students to achieve better learning outcomes both qualitatively and quantitatively so that they acquire competitive qualification for their future career goals.

This study investigated the presence of technology leadership components in Texas principal preparation programs. Programmatic and course information of principal preparation programs holding accreditation with Texas Education Agency were analyzed to determine presence of technology leadership instruction. Results were compared with Shrum et al.'s 2011 research, and showed a slight increase in presence. This study also examined possible differences in technology leadership components based on if the course was delivered online, face-to-face, or blended. Results showed a stronger presence of technology leadership in online courses. Additionally, the degree of alignment of technology leadership components being taught in principal preparation programs in Texas with the International Society for Technology in Education was explored. Results showed a positive correlation between technology leadership components instruction with the International Society for Technology in Education.

This qualitative study investigated the experiences of students during their reading tasks for their university Spanish courses during the Fall 2013 semester at Brigham Young University in Provo, Utah. The purpose of this research was to explore what types of reading strategies university Spanish students use during literary readings tasks and their perceptions of the reading strategies they use. This case study employed stimulated recall protocol interviews, student reading logs and student notes in texts. Interviews were conducted within 24 hours of the reading, while reading logs and notes were completed during the reading. The data collected were analyzed for recurring patterns. Results suggested that students employ a variety of reading strategies but are less aware of metacognitive and affective strategies. Furthermore, it was found that individual affective factors such as stress, fatigue, frustration, confidence level and motivation might have a greater impact on strategy use than proficiency in the second language. Assessment and time constraints were also found to affect strategy implementation suggesting a strong washback in the foreign language classroom. Finally, participant comments demonstrated that students perceive reading in the foreign language class to be a pragmatic stepping-stone towards individual learning goals that may differ from the learning outcomes of a literature course.

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