Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains viii, 91 p. Includes abstract. Includes bibliographical references (p. 77-88).

Thesis (doctoral)--Universidad de Sevilla, 2001. / Title from PDF title page (viewed Jan. 31, 2007). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ed. D.)--Dowling College, 2005. / Includes bibliographical references (p. 106-114).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 162-176).

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Steve W. Harmon, committee chair; Susan Talburt, Laurie B. Dias, Wanjira Kinuthia, committee members. Electronic text (224 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 204-214).

<p>CARRINO, STEPHANIE SEDBERRY, Ph.D. Digital Connection in a Physical Classroom: Clickers and the Student-Teacher Relationship. (2015) Directed by Dr. Kathryn Hytten. 191 pp. Education is fundamentally relational, and the student-teacher relationship is central to student learning. However, high-enrollment classrooms, now common on college campuses, limit student-faculty interaction and opportunities for relationship building. ?Clickers? facilitate communication in large classes, but there is a lack of research on the potential relational functions of this technology. This study addresses this gap in the literature by asking: How might the use of clickers in the classroom contribute to the student-teacher relationship? Employing a mixed-method descriptive research design, I created and analyzed three data sets to respond to this question: I observed 3 large clicker-based classes, surveyed students to explore their perceptions of clicker use and student-teacher relational dimensions, and I interviewed a subset of students for assistance interpreting the results. Data analyses resulted in four general findings: clickers can be used for multiple purposes and ends; clickers facilitate aspects of the student-teacher pedagogical relationship; clicker communication is not perceived as comprising a student-teacher relationship; and clickers are viewed as a tool for collective rather than individual communication and dialogue. Clickers may have value as relational tools, as they facilitate some aspects of the student-teacher relationship. The frame of the technology may explain why only some relational dimensions are facilitated, and not others. More research is needed to explore how clickers and other educational technologies may facilitate the student-teacher relationship.

<p> Since the early 2000s, a new type of working environment has developed in which individual workers&mdash;usually in a technology profession&mdash;share office space in a large, open, nontraditional environment that transcends traditional organizational boundaries. These new environments, called coworking spaces, present opportunities for communication, information sharing, and knowledge creation because of their open physical environments, the reduced presence of organizational barriers, and as a result of intentional efforts of the leaders of coworking spaces to encourage collaboration. While there is a substantial body of knowledge focused on how workers share information and build knowledge in traditional workplaces, there is little academic research on these novel coworking environments. This study examines the lived experiences of members of a specific coworking space located in the Phoenix, Arizona area in the United States. </p><p> Through interviews with key informants, this study evaluates the communication channels that members of a coworking space use to share information and uses the Nonaka SECI model to determine the types of information sharing and knowledge creation that happen at the space. </p><p> This study finds that members of the coworking space heavily lean toward using in-person communication and next-generation instant messaging to share information, and that they primarily create knowledge through combining the explicit knowledge of members to create new explicit knowledge. The findings of this study lead to specific implications for researchers to further examine the communication channels used in coworking spaces, especially next-generation instant messaging tools. The researcher also recommends specific steps that leaders of coworking spaces can follow to improve the level of involvement of members of their spaces, and to position non-profit spaces favorably against competing for-profit coworking spaces.</p><p>

<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>