Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 103-107). Print copy also available.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 22, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisors: Dr. Joyce Piveral and Dr. Phillip Messner. Vita. Includes bibliographical references.

Triggered by the rapid development of information technology, the global teaching and learning environment is facing a revolutionary change in terms of the modes of communication. Since the advent of the first schools, verbal presentation and written text have been the dominant modes of teaching. However, as information technology becomes increasingly integrated in education—with the development of social network communication acting as a catalyst—students are communicating beyond the text mode to incorporate other visual elements, experiencing ‘multimodal communication’. New modes of communication between teachers and students are emerging to replace the once unique textual mode, both within and beyond school. Audio, pictures, symbols and gestures are widely used in the multimodal communication of meaning. Literacy, which is about ability in reading and writing, has gradually shifted towards the emerging multiliteracies. Given this growing use—supported by information technology—of multimodal communication among students, more research is needed to enhance our understanding of the learning processes involved. The objective of my thesis is to explore what and how students learn through multimodal meaning representation on community issues. The research focused in particular on 2007, a transitional year in the curriculum reform of Hong Kong’s secondary schools. During this time, the global social communication network was well used by youth in a local context, and it was found that students were able to create video artefacts including multimodal meaning representation of issues beyond the subject disciplines included in the curriculum reform. This research involved a multiple-case study of six Grade 10 students creating multimodal meaning representation of community issues in 2007, in preparation for a new core subject, “Liberal Studies”, prior to its implementation in the new Hong Kong senior secondary school curriculum in 2009. The Hong Kong Education Bureau introduced a new school-based assessment in the new curriculum, along with the written examination. It specified that each student must make an enquiry on community issues and submit an Independent Enquiry Study (IES) report, in either written or non-written mode such as a video artefact. By conducting participant observations of and in-depth interviews with the students and teachers involved, and applying multimodal analysis to the student video artefacts, the research found that students had learnt through multimodal meaning representation. The findings have helped to conceptualise a new learning framework beyond traditional literacy learning at school. The results have implications for further understanding of how students learn with multimodal meaning representation, and add value to the curriculum reform by incorporating innovative pedagogy in engaging student learning through creating video artefacts on community issues beyond the traditional subject-based curriculum. It is argued that traditional literacy might not be the only condition for the development of multiliteracies, and that the use of multimodal representation will facilitate the development of multiliteracies. Overall, students will learn about topics related to community issues by creating video artefacts with multimodal meaning representation to explain the issues, and at the same time they will develop important thinking skills related to the 21st century. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

<p> This qualitative study was conducted to identify whether or not a relationship exists between a leader&rsquo;s sense of life calling and the mission statement he or she creates for the organization he or she leads, in relation to life calling theory. Organizational leaders from Christian schools associated with the Council on Educational Standards and Accountability, who had participated in the creation of the school&rsquo;s mission statement, made up the sample for the study. Participants were interviewed utilizing open-ended questions and the data was analyzed employing the Consensual Qualitative Research method and in relation to the elements of the Life Calling Model and the Life Calling MAL-3D Rubric. The mission statement of the schools involved in the study were evaluated for the presence of organizational calling, in relation to the three components of the Life Calling Model, using content analysis. The two sets of data were evaluated to identify any relationship between the two. </p><p> The focus of this study attempted to understand three aspects of organizational leadership, specifically related to the organizational leader and the organization&rsquo;s mission statement. The first aspect of the study identified the leaders&rsquo; level of thought maturity on life calling. The second aspect of the study included an analysis of the organizational mission statement for the presence of organizational calling or purpose. The third aspect of this study attempted to identify whether or not a relationship existed between the two sets of data, and if so, what the nature of that relationship was.</p>

<p> The main purpose of this study is the examination of how, an equitable distribution of educational resources would factor in as a contributor to more favorable economic growth of Sri Lanka. If the better facilities, and additional educational resources, offered to urban communities are extended to the rural sector that will increase human productivity, leading in turn, to macro-economic growth and economic development. I have derived and tabulated pertinent statistical data so as to answer the research questions entailed by my inquiry. That has been followed by the conclusions and recommendations sections. Qualitative methods were used to interview rural communities with the aim of analyzing their concerns, anxieties and trepidations from a variety of perspectives involving politics, economics, psychology, sociology and culture. A detailed description of inequitable educational resource distribution among rural communities is included in the document which shows the negative impacts to the macro-economic growth of short-sighted and irrational practices. Thereafter, the study has focused on the lack of leadership characteristics of Sri Lankan political policy makers.</p>

<p> While it is important to recognize the economic background of students and home factors contributing to their achievement, the purpose of this study was to discover what best practices schools were implementing with low socioeconomic students to narrow the achievement gap in communication arts (Darling-Hammond &amp; Richardson, 2009; Gorski, 2013; Snell, 2003). The research design incorporated mixed-methods by employing data collected from surveys, interviews, and secondary data sources. A triangulation of data was used to increase the credibility and validity of the study (Fraenkel et al., 2012; Mills, 2014). For this study, the quantitative data were collected using a survey as well as Missouri Assessment Performance (MAP) scores. The qualitative data were collected through interviews. In addition to increasing the validity of the study, the benefits of using triangulation also included creating varied ways to understand and reveal the results of the study (Fraenkel et al., 2012; Guion, Diehl, &amp; McDonald, 2011; Mills, 2014). The results of this study indicated a blend of research-based best practices can make a positive impact in narrowing the achievement gap in students from low socioeconomic backgrounds in the area of communication arts. The significance of this research is the results provide educators an outline of successful research-based instructional strategies to assist communication arts students.</p>

<p> This qualitative study explored the personal factors that promote the adoption of acceleration among community college mathematics faculty as well as the departmental and institutional relationships that support this adoption. Interviews with nine early adopters of acceleration revealed diversity in their educational backgrounds and career paths into community college teaching. This diversity may enhance the ability of faculty to view the mathematics curriculum as evolving, enabling them to investigate alternatives to the traditional developmental math curriculum such as acceleration. Study participants also demonstrated highly developed pedagogical content knowledge and noted the importance of participation in a community of practice in supporting their acceleration work. Participants used implementation strategies aligned with their departmental culture and identified ways the institution could support their adoption efforts. Recommendations outline strategies for faculty and institutional leaders interested in promoting the adoption of acceleration on their campuses.</p>