<p> This research provides a guide to understanding, preparing, and performing Arnold Schoenberg&rsquo;s last completed opus, &ldquo;De Profundis&rdquo; (Psalm 130) Op. 50B, within the context of the Hebrew chant that inspired it and Schoenberg&rsquo;s other religious works, sketches, archival correspondence, and interviews with conductors. Theoretical and contextual analysis reveals significant discoveries relevant to an informed and accurate performance of the work. &ldquo;De Profundis&rdquo; embodies Schoenberg&rsquo;s mature and most flexible twelve-tone writing at the peak of his spiritual development. Op. 50B is a serial <i>a Cappella</i> composition scored for six-part mixed chorus with great rhythmic and melodic independence in the vocal lines, including soprano and baritone solos and choral <i>Sprechstimme</i>. A composer&rsquo;s final opus is generally regarded as his highest achievement, yet Op. 50, and in particular &ldquo;De Profundis,&rdquo; has received relatively little attention from music theorists or performers. While this research includes the traditional study of the composer and the score, there is also focus on distance learning through digital media and a symbolic interpretation of &ldquo;De Profundis&rdquo; that provides unique opportunities to engage the performer and audience. Through these efforts, others may be encouraged to hear and perform this beautiful work and to explore this unique method of rehearsing.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3811. Adviser: Thomas M. Duffy. Title from dissertation home page (viewed May 8, 2008).

Thesis (M.S.)--Kutztown University of Pennsylvania, 1999. / Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as 2 preliminary leaves. Includes bibliographical references (leaves 55-56).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 196-202).

<p> The purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students. </p><p> To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the technology acceptance model (TAM). The question that the researcher hopes to answer, which is a guiding question for this research is: </p><p> What factors influence student preparedness for computerized assessments? </p><p> The researcher attempts to answer this question by conducting surveys and interviewing teachers. The researcher codes and then analyzes the quantitative data using IBM&rsquo;s Statistical Package for Research Software Program (SPSS) and codes the qualitative data using NVivo, a data analysis tool, to determine common themes about beliefs about technology. Major sections covered in this document include an introduction, review of the literature, methodology, results, and discussion. </p><p>

<p> This applied dissertation responded to two public problems: digital divides and unequal access to educational opportunities via the growth of virtual schooling in kindergarten through Grade 12 (K-12) in the United States. A qualitative instrumental case study approach was used to explore the relative advantages and disadvantages of public K-12 virtual schools in Florida through the experiences and perspectives of 5 virtual school leaders. This research also evaluated the virtual school leaders&rsquo; level of innovativeness in relation to the innovativeness/needs paradox (INP) in Rogers&rsquo;s theory of diffusion of innovations (DOI). The INP suggests that innovativeness plays a role in social stratification issues between the higher and lower socioeconomic individuals in a system. </p><p> A demographic survey and interviews were used to gather descriptive details for the case analysis. The Innovativeness Scale collected empirical evidence on virtual school leaders&rsquo; level of innovativeness. Results participants were in the early majority category of DOI. Demographics suggested upward social mobility, high educational attainment, and tendencies toward innovativeness. Six themes emerged from the interviews: educational optimism, proinnovation bias, strategies of least resistance, fidelity to old-school norms, virtual schools are a public but private schooling niche, and the counterintuitive gauntlet of innovativeness: the legitimacy of virtual schools and stakeholder divides. </p><p> Findings suggested innovativeness in relation to the INP does have the potential to fuel underlying divides between advantaged and disadvantaged students in public K-12 virtual schools in Florida. The interviews suggested additional factors may play a role in divides in association with innovativeness, specifically, individualistic and systemic epistemologies and cultural relativism.</p><p>

<p> As we become more advanced technologically in our online educational courses, it is imperative that we also incorporate effective research-based practices such as the use of formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories. </p><p> A mixed methods study was used that included quantitative and qualitative data for triangulation of the study results. A correlational research design was used for the quantitative approach and a phenomenological research design was used for the qualitative approach. The correlational research design was chosen to examine the relationships between variables and to describe the current state. The phenomenological research design was chosen because the study was focused on the relationship of a particular phenomenon to the participant&rsquo;s cognitive and dispositional experiences. The subjects included students that were enrolled in Master&rsquo;s in Education or Doctor of Education courses from three universities located in Southern California. The methodology included student self-assessment through a project rubric, a survey to operationalize academic achievement, and a survey and interviews to operationalize student self-efficacy. While the statistical findings did not reflect strong correlations, the non-statistical findings reflected a positive relationship between formative self-assessment as it related to academic achievement and student self-efficacy in online graduate programs. Formative self-assessment provides online educators with a tool to enhance the course effectiveness and the overall learning process.</p><p>

<p> Preparing students for 21st-century learning is a great responsibility and a challenge for many school districts across the country. A large body of research suggests that a school district&rsquo;s level of awareness with regards to education technology and particularly those technologies that are on a positive trend correlates with a successful technology implementation program. District Administrators that lead the charge of developing technology policies and oversee the various aspect of the technology implementation must possess a solid awareness of modern education technologies and their interplays with curriculum and pedagogy. In addition, district Administrators must have the technological skill to overcome network infrastructure capabilities constraints as well as the leadership skill to prioritize technology. </p><p> This study used a survey as its main method of data collection; the survey was guided by three research questions that helped gain valuable insight about California K12 school district Administrators&rsquo; familiarity with most relevant modern technologies and strategies for educating students in the 21st-century, knowledge of intermediation between (technology, pedagogy, curriculum), as well as what Administrators perceive as constraints that impede effective technology implementation. The data shows that majority of district Administrators reported to having insufficient knowledge of modern and emerging technologies or digital strategies that are most reliant on technology, in addition, the data suggest that district Administrators are finding funding, training, and infrastructure as main factors that impede implementation of technology appropriate for a 21st-century education. The results of this study propose recommendations that have implications for K12 school districts&rsquo; technology awareness, knowledge acquisition for technology preparedness, district technology plan, and minimum technology readiness requirement for school district Administrator positions for the 21st-century.</p><p>

<p> Every year billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. </p><p> Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the literature by examining 6 schools, 3 in Burkina Faso and 3 in Ghana, West Africa. This investigation explored: (a) if and how learning transfer took place after the leadership training; (b) what promoted and hindered learning transfer in both countries; and (c) if the use of a text message intervention after the training enhanced learning transfer. The sample consisted of 13 West African school leaders (6 in Burkina Faso and 7 in Ghana) who attended a 3-day leadership training workshop. Data collection included in-depth interviews, document analysis, post-training site visits, and text messages to ascertain whether this mobile technology intervention enhanced learning transfer. </p><p> The findings demonstrate that learning transfer occurred in both countries in all six schools. Data indicate that most of the transfer of learning happened in areas not requiring mindset and behavioral changes. Data suggest that the facilities in which the trainings took place, the facilitators&rsquo; dispositions and knowledge as well as the adequacy of the materials and the follow-up of the mobile text messaging intervention assisted the participants in transferring knowledge to their schools following the training. Participants also indicated some inhibitors to the transfer of learning such as financial, cultural, and human behavior constraints. This study helps increase our understanding of what promotes and inhibits learning transfer in educational settings in developing countries and provides suggestions for trainers and teachers who facilitate trainings.</p><p>

<p> This exploratory dissertation investigates and describes 1) the habits of U.S. college students&rsquo; use of mobile devices in the classroom, and 2) U.S. college students&rsquo; perceptions on policy which bans mobile device usage in the classroom. The study also examines how students&rsquo; demographics influence their usage of mobile devices in the classroom and perceptions on the banning policy. The purpose of this study was to determine how frequently college students self-reported the use of mobile devices in the classroom whether for communication or for activities unrelated to class content and how college students feel about policies banning the use of such devices during class. </p><p> The following research questions framed this quantitative methods study: 1. To what extent do college students use their personal mobile device(s) during class for activities that are not related to class content? 2. Which mobile device activities not related to class content do college student access most often during class time? 3. To what extent do college students feel that mobile devices are a distraction from learning during class time? 4. How do college students perceive banning of mobile device use during class time? 5. To what extent are student demographics related to attitude about mobile devices in college classrooms? </p><p> This study utilized descriptive statistical analysis to summarize and analyze the survey results that were collected from 584 randomly selected U.S. college students. A questionnaire with 13 questions was distributed and collected through SurveyMonkey to the target audience who are: 1) 18&ndash;39 years old, 2) college students, and 3) studying in U.S. The survey results indicated a majority of college students don&rsquo;t perceive using a personal mobile device during class as a substantial distraction nor did the students who completed the survey prefer their instructors implement a policy banning the use of mobile devices for personal reasons in the classroom. In addition, the study found that most students use their personal mobile devices in the classroom for text messaging, social networking, and checking e-mail as those activities not related to the class content.</p><p>