<p> This study examined a possible relationship between grit, growth mindset, and reading scores. The study also examined the influence of grit and growth mindset on closing the achievement gap. Reading was an essential skill all students needed to achieve in order to be successful in school and life. Historically, schools implemented numerous academic interventions to ensure all students were proficient readers and to close achievement gaps in reading, yet the gaps continued to exist. The literature on non-cognitive skills such as grit and growth mindset indicated teaching students these skills would increase academic achievement.</p><p> The study collected teacher frequency of instruction of the concepts of grit and growth mindset along with anecdotal teacher information regarding instruction of the concepts. The information was utilized to determine if a relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. The results of the study indicated no relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. However, the study did provide useful information regarding how teachers taught the concepts which possibly explained why no relationship existed and provided insight for improvements in the area of instruction.</p><p> The results of the study also revealed no relationship existed between student grit and growth mindset scores and reading scores. The scope of the study was limited; the researcher recommended additional studies be pursued to investigate the relationship between grit, growth mindset, and reading scores further.</p>

<p> Considering instructional time is one of the most valuable and expensive resources in public education, there is nominal research examining the effectiveness of its use (Farbman, 2015). The purpose of this study was to determine the correlation between the amount of extended learning time provided to eligible students at least one grade level below in reading or mathematics and their scale score growth determined by middle-of-year results on the i-Ready Diagnostic Assessment. i-Ready Diagnostic Assessment results were examined of students who attended an extended learning time after-school program focused on remediation of standards specific to mathematics and reading in grades two through five. The population for this study consisted of eligible students in a Midwestern school district who attended an after-school remediation program for reading and mathematics. The literature collected for this study was analyzed to support the findings and to understand the relation between time and learning. From the data collected and analyzed for the study, there was not a significant difference in the subject of reading when students were compared to their eligible peers who did not attend the after-school remediation program. In contrast, students did experience a significant difference in results from beginning-of-year to middle-of-year i-Ready Diagnostic Assessment for the content of mathematics as compared to the peer group. No correlation was found between scale score growth in reading or mathematics and the number of hours of attendance in the after-school remediation program.</p><p>

The purposes of this study were to: (a) determine, for General Education Program (GEP) courses, what individual items on the student form are predictive of the overall instructor rating value; (b) investigate the relationship of instructional mode, class size, GEP foundational area, and GEP theme with the overall instructor rating value; (c) examine what teacher/course qualities are related to a high (Excellent) overall evaluation or a low (Poor) overall evaluation value. The data set used for analysis contained sixteen student response scores (Q1-Q16), response number, class size, term, foundational area (communication, cultural/historical, mathematics, social, or science), GEP theme (yes/no), instructional mode (face-to-face or other), and percent responding (calculated value). All identifying information such as department, course, section, and instructor was removed from the analysis file. The final data set contained 23 variables, 8,065 course sections, and 294,692 student responses. All individual items on the student evaluation form were related to the overall evaluation item score, measured using Spearman's correlation coefficients. None of the examined course variables were selected as significant when the individual form items were included in the modeling process. This indicated students employed a consistent approach to the evaluation process regardless of large or small classes, face-to-face or other instructional modes, foundational area, or percent responding differences. Data mining modeling techniques were used to understand the relationship of individual item responses and additional course information variables to the overall score. Items one to fifteen (Q1 to Q15), class size, instructional mode, foundational area, and GEP theme were the independent variables used to find splits to create homogenous groups in relation to the overall evaluation score. The model results are presented in terms of if-then rules for 'Excellent' or 'Poor' overall evaluation scores. The top three rules for 'Excellent' or 'Poor' based their classifications on some combination of the following items: communication of ideas and information; facilitation of learning; respect and concern for students; instructor's overall organization of the course; instructor's interest in your learning; instructor's assessment of your progress in the course; and stimulation of interest in the course. Proportion of student responses conforming to the top three rules for 'Excellent' or 'Poor' overall evaluation ranged from 0.89 to .60. These findings suggest that students reward, with higher evaluation scores, instructors who they perceive as organized and strive to clearly communicate course content. These characteristics can be improved through mentoring or professional development workshops for instructors. Additionally, instructors of GEP courses need to be informed that students connect respect and concern and having an interest in student learning with the overall score they give the instructor.

Critical thinking (CT) is one of the desirable skills to be taught in school. It is not only considered an important 21st century skill for living in a democratic society, but also important for a deep understanding of domain-specific content. Despite its importance, studies show that students often lack the ability to think critically. Moreover, there is a lack of clear theory, supported by empirical findings, for developing domain-specific teaching-learning sequences to promote students’ CT. This makes teaching CT challenging for teachers. To address this gap, the presented study has two goals: to identify design principles for instruction that promotes critical thinking and to develop an exemplary instructional unit in particle physics on this basis. Particle physics is chosen because of its abstractness and complexity, as well as student interest in the subject. Another basis is a definition of CT that can be readily applied in the context of teaching physics. For this purpose, Halpern’s classification of CT strategies and their measurable outcomes is used. Furthermore, a distinction is made between general CT skills that provide a framework for CT, such as understanding the need to define terms precisely, and domain-specific CT skills that represent the application of general CT skills in a specific domain and require domain-specific expertise, such as distinguishing between the concepts of mass and matter in the context of particle physics. This study examines the development of both general and domain-specific CT. The teaching-learning sequences about antimatter (10 to 12 lessons) are developed for students in grades 10, 11, and 12 using the Design-Based Research (DBR) approach. Analysis of the data from pilot studies provides guidance for further development of the antimatter course and the creation of a teacher package that supports teachers both methodologically and in terms of content when implementing the antimatter course. In the main study, the course is implemented in 3 classes in different federal states of Germany. To evaluate the effectiveness of the course in promoting students’ CT, the perspectives of students as well as of teachers are examined. To evaluate the effectiveness of the course from the students’ perspective, the video and audio data, the students’ works, students’ interviews or questionnaires are inductively analyzed using the constant comparative method to identify the students’ learning processes. The results show that students apply content knowledge, apply CT skills, and demonstrate a disposition toward CT. This corresponds to a developed CT. Further analysis is conducted to relate the design skeleton facets of the course (materials, activity structure, and participant structure) to the learning processes, using the conjecture map framework to support the results from the constant comparative method. A Particle Physics Critical Thinking (PPCT) test is also developed to triangulate the results. The results of administering the PPCT test as a posttest are consistent with the qualitative findings on the effectiveness of the course. A questionnaire is developed for teachers to elicit their perceptions of the relevance, practicality, and effectiveness of the course in promoting students’ CT. The results show a positive perception. Combining all the results shows that the antimatter course is an effective course in promoting CT. The design principles applied contribute to the theory of designing effective CT instruction. Furthermore, data analysis reveals the challenges students face in critical thinking and provides teachers with heuristics for designing a domain-specific course. Based on the findings, a model for teaching CT is developed. This work leads to implications for teaching, in addition to other research questions. These include, for example, developing domain-specific CT instruction using 6 principles empirically tested in this study, considering heuristics for designing domain-specific CT instruction, and using the course materials for the purpose of developing CT. In addition, the PPCT can guide the development of other domain-specific CT tests.:Abstract i Kurzfassung iii Table of Contents v 1 Introduction 1 1.1 Importance of critical thinking and its teaching 1 1.2 Research goals 2 1.3 Structure of the work 4 Part I Theory 7 2 What is critical thinking? 9 2.1 Definition of critical thinking 9 2.2 Commonalities between different definitions 20 2.3 Nature of critical thinking: general and domain-specific 28 2.3.1 Nature of critical thinking in physics 30 2.4 Students’ challenges in critical thinking 32 2.4.1 Verbal reasoning skill 33 2.4.2 Argument analysis skill 33 2.4.3 Thinking as hypothesis testing skill 34 2.4.4 Likelihood and uncertainty analysis skill 35 2.4.5 Decision making and problem solving skill 36 2.5 Teachers’ perspective on critical thinking and teaching critical thinking 37 2.5.1 Teachers’ perspective on critical thinking 38 2.5.2 Teachers’ perspective on teaching critical thinking 41 2.5.3 Rationale for developing supportive materials for teachers 41 3 Teaching critical thinking 43 3.1 Challenges of teaching critical thinking 44 3.1.1 Teaching critical thinking as a general or domain-specific skill . 45 3.1.2 Teaching critical thinking implicitly or explicitly 46 3.1.3 Valuing disposition alongside teaching critical thinking 48 3.2 Design of critical thinking (CT) instruction 49 3.2.1 First component of CT instruction: Critical thinking model 50 3.2.2 Second component of CT instruction: Appropriate instructional design theory 52 3.2.3 A proposal for CT instruction 56 3.3 Evaluation of CT instruction 57 3.3.1 Evaluation criteria 58 3.3.2 Evaluation approaches 63 4 Design-based research 69 4.1 Design-based research (DBR) and its features 69 4.2 Conducting DBR in education: Design and evaluation of an instruction 71 4.2.1 Analysis and exploration phase 73 4.2.2 Design and construction phase 74 4.2.3 Evaluation and reflection phase 79 4.3 Summary 89 Part II Empirical Study 91 5 Research questions 93 6 Design and methodology of the study 95 6.1 Design and development of instruction according to Design-based research 96 6.1.1 Analysis and exploration phase 97 6.1.2 Design and construction phase 100 6.1.3 Evaluation and reflection phase 111 6.2 Evaluation of effectiveness of instruction 114 6.2.1 Constant comparative method for qualitative evaluation 114 6.2.2 Description of instruments for quantitative evaluation 119 6.3 Relating design skeleton facets to valued outcomes 133 6.4 Description of instrument for evaluating teachers’ perspective 134 7 Evaluation of effectiveness of the antimatter course 139 7.1 Participants 139 7.2 Evaluation of structure fidelity of implementation 141 7.2.1 Adherence 141 7.2.2 Duration 145 7.3 Results of qualitative data analysis 146 7.3.1 Likelihood and uncertainty analysis skill in the positron discovery context 147 7.3.2 Argument analysis skill in the Big Bang context 162 7.3.3 Verbal reasoning in the context of analysing the scenario of scene of “Illuminati” 173 7.3.4 Thinking as hypothesis testing in the antimatter trap context 184 7.4 Conclusion on the effectiveness of antimatter course 200 7.5 Development of critical thinking skills: a model proposal 202 7.5.1 Model proposal on developing likelihood and uncertainty analysis skill 202 7.5.2 Model proposal on developing argument analysis skill 204 7.5.3 Model proposal on developing verbal reasoning skill 205 7.5.4 Model proposal on developing thinking as hypothesis testing skill 206 7.5.5 An underlying model on developing critical thinking 207 8 Relating design skeleton facets to valued outcomes 213 8.1 Design skeleton facets of antimatter course 213 8.1.1 Materials 214 8.1.2 Activity structure 214 8.1.3 Participant structure 215 8.2 Relation of design skeleton facets to valued outcomes 218 8.2.1 Materials 218 8.2.2 Activity structure 220 8.2.3 Participant structure 221 8.3 Conclusion and discussion 225 9 Teacher perception of the antimatter course 227 9.1 Participants 227 9.2 Perceived relevance 228 9.3 Perceived practicality 232 9.4 Perceived effectiveness 234 9.5 Conclusion and discussion 239 10 Triangulation of findings 241 10.1 Participants 241 10.2 Evaluation of general critical thinking skills 242 10.3 Evaluation of domain-specific critical thinking skills 244 10.4 Conclusion and discussion 244 Part III Conclusion 247 11 Summary and discussion 249 11.1 Empirical study 249 11.2 Contribution to theory 253 11.2.1 Theory of instructional design 254 11.2.2 Evaluation of critical thinking instruction 256 11.2.3 Model on developing critical thinking 257 11.3 Limitations 257 12 Outlook 259 12.1 Implications for teaching critical thinking 259 12.2 Future research 263 Appendix 265 Research instruments 267 A Student information and prior knowledge questionnaire 267 B Particle Physics Critical Thinking (PPCT) test 270 C Student questionnaire 289 D Teacher information 290 E Teacher questionnaire 291 Antimatter course materials 292 F Worksheet 1: Critical Thinking 292 G Worksheet 2: Illuminati 295 H Worksheet 3: Anderson’s cloud chamber photograph 296 I Worksheet 4: Big Bang 298 J Worksheet 5: Search systematically 299 K Worksheet 6: Trapping antimatter 302 L Worksheet 7: Individual work “Illuminati” 305 M Worksheet 8: Group work “Illuminati” 306 List of tables 309 List of figures 313 References 315 Acknowledgements 329 Statement of Authorship 331 / Kritisches Denken (KD) ist eine der wünschenswerten Fähigkeiten, die in der Schule vermittelt werden sollten. Es gilt nicht nur als wichtige Kompetenz des 21. Jahrhunderts für das Leben in einer demokratischen Gesellschaft, sondern auch als wichtig für ein tiefes Verständnis von fachspezifischen Inhalten. Trotz dieser Bedeutung zeigen Studien, dass es den Lernenden oft an der Fähigkeit fehlt, kritisch zu denken. Zudem fehlt es an einer klaren, durch empirische Befunde gestützten Theorie für die Entwicklung von fachspezifischen Lehr-Lern-Sequenzen zur Förderung der KD-Fähigkeiten von SchülerInnen. Dies macht den KD-Unterricht zu einer Herausforderung für Lehrkräfte. Um diese Lücke zu schließen, verfolgt die vorgelegte Studie zwei Ziele: Die Identifikation von Gestaltungsprinzipien für einen Unterricht, der die Fähigkeit zum kritischen Denken fördert, und die Entwicklung einer exemplarischen Unterrichtseinheit in Teilchenphysik auf dieser Grundlage. Die Teilchenphysik wurde aufgrund ihrer Abstraktheit und Komplexität sowie des Interesses der Schüler ausgewählt. Eine weitere Grundlage ist eine Definition von KD, die sich gut im Rahmen des Physikunterrichts anwenden lässt. Hierzu wurde Halperns Klassifizierung von KD-Strategien und ihre messbaren Ergebnisse verwendet. Darüber hinaus wird unterschieden zwischen allgemeinen KD-Fähigkeiten, die einen Rahmen für KD bilden, wie z. B. das Verständnis für die Notwendigkeit, Begriffe genau zu definieren, und domänenspezifischen KD-Fähigkeiten, die die Anwendung allgemeiner KD-Fähigkeiten in einer bestimmten Domäne darstellen und domänenspezifisches Fachwissen erfordern, wie z. B. die Unterscheidung zwischen den Konzepten von Masse und Materie im Kontext der Teilchenphysik. Diese Studie untersucht die Entwicklung sowohl der allgemeinen als auch der domänenspezifischen KD. Die Lehr-Lern-Sequenzen über Antimaterie (10 bis 12 Unterrichtsstunde) werden für SchülerInnen der Klassenstufen 10, 11 und 12 mit Hilfe des Design-Based Research (DBR) Ansatzes entwickelt. Die Analyse der Daten aus den Pilotstudien liefert Anhaltspunkte für die Weiterentwicklung des Antimateriekurses und die Entwicklung eines Lehrerpakets, das Lehrkräfte methodisch und inhaltlich bei der Umsetzung des Antimateriekurses unterstützt. In der Hauptstudie wird der Kurs in 3 Klassen in verschiedenen Bundesländern Deutschlands durchgeführt. Um die Wirksamkeit des Antimateriekurses bei der Förderung des KD der SchülerInnen zu evaluieren, werden sowohl die Perspektiven der SchülerInnen als auch die der LehrerInnen untersucht. Um die Wirksamkeit des Kurses aus der Perspektive der SchülerInnen zu evaluieren, werden die Video- und Audiodaten, die Schülerarbeiten, das Schülerinterview und der Fragebogen induktiv mit der Constant Comparative Methode analysiert, um die Lernprozesse der SchülerInnen zu identifizieren. Die Ergebnisse zeigen, dass die SchülerInnen inhaltliches Wissen und KD-Fähigkeiten anwenden und eine Disposition zeigen, die gemeinsam einer entwickelten KD entsprechen. Zusätzlich werden mit Hilfe von sog. „Conjecture Maps“ die Gestaltungsfacetten des Kurses (Materialien, Aktivitätsstruktur und Teilnehmerstruktur) mit den Lernprozessen in Beziehung gesetzt, um die Ergebnisse aus der Constant Comparative Methode zu stützen. Ein Particle Physics Critical Thinking (PPCT) Test wurde ebenfalls entwickelt, um die Ergebnisse zu triangulieren. Die Ergebnisse der Durchführung des PPCT-Tests als Posttest stimmen mit den qualitativen Erkenntnissen über die Wirksamkeit des Kurses überein. Ferner wurde ein Fragebogen für Lehrkräfte entwickelt, um ihre Einschätzung der Relevanz, Praktikabilität und Wirksamkeit des Kurses bei der Förderung des KD der SchülerInnen zu erheben. Dieser zeigte eine positive Wahrnehmung. Die Kombination aller Ergebnisse zeigt, dass der Antimateriekurs ein effektiver Kurs zur Förderung des KD ist. Die angewandten Gestaltungsprinzipien tragen zur Theorie der Gestaltung eines wirksamen KD-Unterrichts bei. Darüber hinaus zeigt die Datenanalyse die Herausforderungen auf, denen sich die SchülerInnen beim kritischen Denken gegenübersehen, und liefert den Lehrkräften Heuristiken für die Gestaltung eines domänenspezifischen Kurses. Auf der Grundlage der Ergebnisse wird ein Modell für den KD-Unterricht entwickelt. Diese Arbeit führt neben weiteren Forschungsfragen auch zu Implikationen für den Unterricht. Dazu gehören z. B. die Entwicklung eines domainspezifischen KD-Unterrichts unter Verwendung von 6 Prinzipien, die in dieser Studie empirisch getestet wurden, die Berücksichtigung von Heuristiken für die Gestaltung eines domainspezifischen KD-Unterrichts, und die Verwendung der Kursmaterialien zum Zweck der Entwicklung von KD. Darüber hinaus kann der PPCT Test die Entwicklung anderer domainspezifischer KD-Tests anleiten.:Abstract i Kurzfassung iii Table of Contents v 1 Introduction 1 1.1 Importance of critical thinking and its teaching 1 1.2 Research goals 2 1.3 Structure of the work 4 Part I Theory 7 2 What is critical thinking? 9 2.1 Definition of critical thinking 9 2.2 Commonalities between different definitions 20 2.3 Nature of critical thinking: general and domain-specific 28 2.3.1 Nature of critical thinking in physics 30 2.4 Students’ challenges in critical thinking 32 2.4.1 Verbal reasoning skill 33 2.4.2 Argument analysis skill 33 2.4.3 Thinking as hypothesis testing skill 34 2.4.4 Likelihood and uncertainty analysis skill 35 2.4.5 Decision making and problem solving skill 36 2.5 Teachers’ perspective on critical thinking and teaching critical thinking 37 2.5.1 Teachers’ perspective on critical thinking 38 2.5.2 Teachers’ perspective on teaching critical thinking 41 2.5.3 Rationale for developing supportive materials for teachers 41 3 Teaching critical thinking 43 3.1 Challenges of teaching critical thinking 44 3.1.1 Teaching critical thinking as a general or domain-specific skill . 45 3.1.2 Teaching critical thinking implicitly or explicitly 46 3.1.3 Valuing disposition alongside teaching critical thinking 48 3.2 Design of critical thinking (CT) instruction 49 3.2.1 First component of CT instruction: Critical thinking model 50 3.2.2 Second component of CT instruction: Appropriate instructional design theory 52 3.2.3 A proposal for CT instruction 56 3.3 Evaluation of CT instruction 57 3.3.1 Evaluation criteria 58 3.3.2 Evaluation approaches 63 4 Design-based research 69 4.1 Design-based research (DBR) and its features 69 4.2 Conducting DBR in education: Design and evaluation of an instruction 71 4.2.1 Analysis and exploration phase 73 4.2.2 Design and construction phase 74 4.2.3 Evaluation and reflection phase 79 4.3 Summary 89 Part II Empirical Study 91 5 Research questions 93 6 Design and methodology of the study 95 6.1 Design and development of instruction according to Design-based research 96 6.1.1 Analysis and exploration phase 97 6.1.2 Design and construction phase 100 6.1.3 Evaluation and reflection phase 111 6.2 Evaluation of effectiveness of instruction 114 6.2.1 Constant comparative method for qualitative evaluation 114 6.2.2 Description of instruments for quantitative evaluation 119 6.3 Relating design skeleton facets to valued outcomes 133 6.4 Description of instrument for evaluating teachers’ perspective 134 7 Evaluation of effectiveness of the antimatter course 139 7.1 Participants 139 7.2 Evaluation of structure fidelity of implementation 141 7.2.1 Adherence 141 7.2.2 Duration 145 7.3 Results of qualitative data analysis 146 7.3.1 Likelihood and uncertainty analysis skill in the positron discovery context 147 7.3.2 Argument analysis skill in the Big Bang context 162 7.3.3 Verbal reasoning in the context of analysing the scenario of scene of “Illuminati” 173 7.3.4 Thinking as hypothesis testing in the antimatter trap context 184 7.4 Conclusion on the effectiveness of antimatter course 200 7.5 Development of critical thinking skills: a model proposal 202 7.5.1 Model proposal on developing likelihood and uncertainty analysis skill 202 7.5.2 Model proposal on developing argument analysis skill 204 7.5.3 Model proposal on developing verbal reasoning skill 205 7.5.4 Model proposal on developing thinking as hypothesis testing skill 206 7.5.5 An underlying model on developing critical thinking 207 8 Relating design skeleton facets to valued outcomes 213 8.1 Design skeleton facets of antimatter course 213 8.1.1 Materials 214 8.1.2 Activity structure 214 8.1.3 Participant structure 215 8.2 Relation of design skeleton facets to valued outcomes 218 8.2.1 Materials 218 8.2.2 Activity structure 220 8.2.3 Participant structure 221 8.3 Conclusion and discussion 225 9 Teacher perception of the antimatter course 227 9.1 Participants 227 9.2 Perceived relevance 228 9.3 Perceived practicality 232 9.4 Perceived effectiveness 234 9.5 Conclusion and discussion 239 10 Triangulation of findings 241 10.1 Participants 241 10.2 Evaluation of general critical thinking skills 242 10.3 Evaluation of domain-specific critical thinking skills 244 10.4 Conclusion and discussion 244 Part III Conclusion 247 11 Summary and discussion 249 11.1 Empirical study 249 11.2 Contribution to theory 253 11.2.1 Theory of instructional design 254 11.2.2 Evaluation of critical thinking instruction 256 11.2.3 Model on developing critical thinking 257 11.3 Limitations 257 12 Outlook 259 12.1 Implications for teaching critical thinking 259 12.2 Future research 263 Appendix 265 Research instruments 267 A Student information and prior knowledge questionnaire 267 B Particle Physics Critical Thinking (PPCT) test 270 C Student questionnaire 289 D Teacher information 290 E Teacher questionnaire 291 Antimatter course materials 292 F Worksheet 1: Critical Thinking 292 G Worksheet 2: Illuminati 295 H Worksheet 3: Anderson’s cloud chamber photograph 296 I Worksheet 4: Big Bang 298 J Worksheet 5: Search systematically 299 K Worksheet 6: Trapping antimatter 302 L Worksheet 7: Individual work “Illuminati” 305 M Worksheet 8: Group work “Illuminati” 306 List of tables 309 List of figures 313 References 315 Acknowledgements 329 Statement of Authorship 331

The purpose of this study was to investigate if there are correlations among an instructor's approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students' evaluations of instruction; and (3) to determine if there is a relationship between faculty's approach to teaching and students' evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students' Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor's degree in physical education and 18.8% (n = 3) of respondents earned a master's degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of "Assignments/Readings." In addition, the "Assignments/Readings" and "Learning/Academic Value" subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power.