Global ETD Search

361	FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT Norris, Jessica R 01 January 2014 (has links) This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement. art education social work food insecurity youth development after school programming social practice community inclusion Art Education Art Practice Civic and Community Engagement Community-Based Learning Community-Based Research Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Methods Inequality and Stratification Photography Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Service Learning Social Work Sociology Special Education and Teaching
362	The Effects of the Use of Technology In Mathematics Instruction on Student Achievement Myers, Ron Y 30 March 2009 (has links) The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools. Mathematics Technology Acheivement Gender SES Geometer's Sketchpad (GSP) Geometry Manova Acheivement gap Minority Algebra Algebraic Geometry Analysis Categorical Data Analysis Curriculum and Instruction Demography, Population, and Ecology Design of Experiments and Sample Surveys Disability and Equity in Education Education Educational Psychology Gender and Sexuality Geometry and Topology Inequality and Stratification Mathematics Other Education Other Mathematics Other Physical Sciences and Mathematics Other Sociology Other Statistics and Probability Physical Sciences and Mathematics Probability Race and Ethnicity Science and Mathematics Education Science and Technology Studies Service Learning Social and Behavioral Sciences Social Psychology and Interaction Sociology Statistical Models Statistical Theory Statistics and Probability
363	Teacher Perceptions of Blended Learning to Support 21st Century Learners Hensley, Nikki 01 December 2020 (has links) The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners. blended learning differentiated instruction strategic use of technology innovative change professional development K-12 education Curriculum and Instruction Disability and Equity in Education Educational Leadership Educational Methods Educational Technology Elementary Education and Teaching Instructional Media Design Online and Distance Education Secondary Education and Teaching
364	Recovery From Design Ellison, Cassandra J 01 January 2017 (has links) Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form. Adult and Continuing Education Art Education Art Therapy Civic and Community Engagement Cognition and Perception Cognitive Psychology Community-Based Learning Community-Based Research Community Health Community Health and Preventive Medicine Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Methods Educational Psychology Esthetics Fiber, Textile, and Weaving Arts Graphic Design Industrial and Product Design Inequality and Stratification Interactive Arts Interdisciplinary Arts and Media Medicine and Health Mental and Social Health Other Mental and Social Health Philosophy of Mind Politics and Social Change Printmaking Psychiatry and Psychology Psychoanalysis and Psychotherapy Psychology Public Health Recreational Therapy Rehabilitation and Therapy Social Psychology and Interaction Social Work Substance Abuse and Addiction Theory and Philosophy Theory, Knowledge and Science
365	Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution Castillo, Claudia 26 May 2016 (has links) For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out. The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce. The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college. Career development disability physical disabilities institutions of higher learning stigma students with disabilities work preparation workforce transition disabilities and workforce Accessibility Counseling Counselor Education Disability and Equity in Education Education Policy Higher Education Higher Education Administration Higher Education and Teaching Inequality and Stratification Other Social and Behavioral Sciences Social Policy Special Education Administration
366	The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies Gomez, Jorge 28 June 2013 (has links) Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology. Career Academies Educational Technology Career Technical Education Teacher Professional Development Use of Technology in Education Vocational Education FCAT Scores Student Academic Achievement Student Performance Improvement Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Leadership Educational Methods Instructional Media Design International and Comparative Education Liberal Studies Other Education Secondary Education and Teaching Social and Behavioral Sciences Special Education Administration Special Education and Teaching Urban Education Urban Studies and Planning

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