Community college instructors continue to search for effective instructional methods that promote student success in developmental mathematics courses such as intermediate algebra. According to research, mathematics is a major obstacle for students succeeding, persisting, and completing community college programs. Each student enrolled in intermediate algebra has an ACT sub-score of 16 to 18 or an ACCUPLACER sub-score of 57 to 75. Most community colleges in Mississippi use placement testing to determine the strengths and needs of students. However, students approach math with high anxiety, more than any other areas, which interferes with their learning. Research indicates that to improve students’ success and retention in developmental mathematics, instructors must successfully promote active learning, which utilizes a variety of teaching techniques to incorporate various learning styles, methods, and initiatives. The purpose of this study is to determine which instructional method (traditional lecture, traditional lecture with lab, or online instruction) best tailors or supports student performance in intermediate algebra. Final letter grades for the semesters from fall 2014 to spring 2016 and beginning and ending enrollments for each intermediate algebra class at 2 community colleges in the state of Mississippi were analyzed, yielding for a quantitative research study. According to the study, 80% of the students completed intermediate algebra with a grade C or higher in the traditional lecture with lab courses, while 64% of the students completed intermediate algebra with a C or higher in the traditional lecture courses, and 50% of the students completed intermediate algebra with a C or higher in the online courses. However, more students were retained in the traditional lecture courses (retention rate of 83%). Therefore, this study supports and recommends the importance of instructional lecture courses in developmental algebra classrooms. Developmental algebra courses need to be “instructor-taught” courses. Instructors need to demonstrate and explain the mathematical process for solving problems while implementing active learning.

This study attempted to determine if subjects that had been instructed in the principle of conservation, maintained conservation after termination of instructions. Using subjects from kindergarten to third grade that had received instructions by use of both concrete example and mental imagery methods. Those S's that received instructions were compared with S's that had received no instructions. A test of conservation was administered to a total of 96 S's approximately eight months after termination of instructions to determine if the scores received on a test of those students that had received instructions exceeded those S's that had not received instructions. A statistical analysis of the data indicated that instructions were of no value to kindergarten or first grade students , but that second grade students showed a significant improvement in their ability to conserve after receiving instructions and the third grade group achieved the competence on test performance as their peers that had exceeded them before instructions were given. The results thus would indicate that instructions could be valuable in acquiring conservation if the S's have reached a certain cronological or maturational level in his development.

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The purpose of this study is to develop an instrument that will measure student preference toward different classroom teaching methods; and to test whether significant differences exist between each of the Guilford-Zimmerman Temperament Survey scales for individuals preferring group-oriented and lecture-oriented instruction.

This was a multi-faceted mixed methods study that investigated several aspects associated to class size and the perceived effects on student achievement in Title I elementary schools. The data collection in this study was conducted through two separate phases. The first qualitative phase was a case study that was comprised of teacher interviews and classroom observations. The case study took place at a Title I school in Central Virginia, chosen for its diverse representativeness of the student population. Classroom interactions were coded during five-minute segments in each full-day classroom observation, as well as field notes made for specific types of instructional methods being used within each Title I classroom: individualized instruction, small group instruction, connecting personally with students, and incorporating technology into daily instruction. While a majority of the interactions within each classroom were positive, patterns emerged within the negative interactions that occurred. Interview responses indicated that the perceived ideal class size for Title I schools is 12-18 students, as well as provided explanations behind the perceived effects of class size on student achievement. Findings from the first phase were used to create a survey that was distributed during the second qualitative phase of this study. This survey was distributed to the larger Title I teacher population within the same school district to generalize the findings from the case study. Finally, systematic student assessment data was collected to compare the perceived effects of class size to the observed effects of class size on student achievement data. Although the findings from the student achievement data were inconclusive, there were several factors associated to class size that are discussed to explain the observed effects on student achievement data in the case study Title I school.

Abstract According to McAuliffe and Lovell (2006), regardless of the training received in skills classes, master’s level counseling students continue to be rote in their approach to clients and their use of counseling skills as opposed to understanding how skills fit into the helping process. Students also experience confusion manifested by fear, anxiety, self-doubt, and questioning of abilities to perform the required skills (Skovholt & Jennings, 2005). The purpose of this research study was to explore the lived experiences of master’s level counseling students in a beginning counseling skills class. I used Perry’s (1970) scheme of cognitive and intellectual development as a framework for my study. Participants were nine students from three counseling programs in the southern part of the United States, selected by criterion sampling. I used a psychological phenomenological design to gain insights into the nine counseling students’ skills-learning experiences. Data collection methods included student interviews, weekly journals, and course syllabi. To analyze the data, I used a modified version of Moustakas’ (1994) six-step method of data analysis. Four themes resulted from my data analysis: (1) developmental progression, (2) instructional methodology, (3) personal reactions, and (4) pre-defined structures. These themes were used to answer my three research sub-questions and the central research question. Based on the results of my study, students believed that class format, teaching interventions, personality traits, experiences outside of class, peers, time and class schedules influenced their learning of beginning counseling skills. Keywords: Counseling Students, Developmental Model, Pedagogy, Perry’s Scheme

The purpose of this study was to examine the relationship between instructional environment and student engagement during reading instruction. Environment is composed of three key elements: teacher attributes, instructional methods, and the physical classroom setting (Blair, Rupley, & Nichols, 2007; De Naeghel, Van Keer, Vansteenkiste, & Rosseel, 2012; Guthrie, Hoa, Wigfield, Tonks, & Perencevich, 2006; Housand & Reis, 2008). This study examined a first, second, and third grade classroom in one East Tennessee school. Qualitative data was collected using a combination of instructional observation and teacher interviews in order to examine existing practices for successfully engaging young readers. Teachers for each of the classrooms were interviewed; following the interview, each teacher’s classroom was observed three times to examine the teacher’s attributes and most frequently used instructional methods, the physical classroom setting, and the expressed level of engagement of the student body in the classroom. The findings indicate that environment in terms of teacher attributes, instructional methods, and physical classroom setting affects student reading engagement; classrooms with high levels of organization, novel reading areas, and opportunity for students to select reading material were found particularly effective for reading engagement.

abstract: Throughout the field of corrections in the United States, the prevalent question in regard to reentry preparation of offenders is, “what works?” With a renewed focus on providing meaningful program opportunities for offenders that enable real and sustained changes for reentry success, which has been partially driven by overcrowded prison systems and soaring corrections budgets, the quest has been energized for program models with results that are empirically based. As part of this quest, the Rand Corporation in 2014 (Davis, et al., 2014) published a comprehensive review of correctional education programs based on a meta-analysis of past studies and reported that offenders involved in education programs were significantly more likely to realize success after release from prison than those that were not involved in these programs. In their 2014 final report, the Rand Corporation made recommendations for research efforts at the state and federal levels (Davis et al., 2014). One of their recommendations was to determine what types of instruction and curriculum delivery are most effective in a correctional education setting. Another recommendation was to determine what principles from adult learning are applicable in correctional education. This study was designed to provide data for those two questions. This mixed methods, experimentally-designed study is framed in three research questions that are focused on gaining knowledge of the potential benefit of using trained peer tutors to supplement the instruction in adult basic education classes and General Education Development (GED) classes in a correctional environment. Theoretical applications are grounded in social learning theory and adult learning theories. Quantitative data were collected on academic performance, attendance, and perceived value and interest in education. Qualitative data supplemented and enhanced the quantitative data and provided an excellent insight into the thoughts of the tutors regarding their role in helping others. Statistical significance was found with the aid of the tutors in the adult basic education classes in terms of academic performance, but not with the GED class. Principles of andragogical instruction were examined, discussed, and supported by all students. Expressions of tutor support and help were repeatedly presented as beneficial during interviews. Further questions about attendance were raised. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Many research studies have shown that first aid education is important to save lives of individuals, but first aid skills are deficient in a society. A variety of instructional methods were introduced to increase the people who are equipped with first aid skills. However, it is still a debate over the best method of teaching first aid. Therefore, this dissertation aimed to analyze the effects of various instructional methods (traditional, case-based and web-based) on acquisition and retention of first aid cognitive, psychomotor and affective behaviors. Ninety participants (52 female, 48 male) included in the study were the second (n=3), the third (n=44), and the fourth (n=43) year students selecting first aid as an elective course at Middle East Technical University. As the course student list built up for those who would take the course, they were assigned to one of the three groups randomly before the treatment started: Group I-Traditional instruction (30 students), Group II-Case-based instruction (30 students), and Group III-Web-based instruction (30 students). Data were collected by using First Aid Cognitive Behavior Test, First Aid Psychomotor Behavior Tests (skill reporter manikin and skill checklist), First Aid Affective Behavior Scale, and qualitative interviews. All students in each instruction group were tested three times Statistical analyses included the Mixed Factorial ANOVA to examine the effects of independent variables (instructional methods and time) on dependent variables (first aid cognitive, psychomotor and affective behaviors). Results showed that instructional method had similar effect on students&amp / #8217 / first aid cognitive behaviors. However, students&amp / #8217 / in traditional instruction group got higher scores compared to case-based and web-based instruction groups in retention test. In terms of first aid psychomotor behaviors, CPR performance, including chest compressions and ventilations, of web-based instruction group was poor compared to traditional and case-based instruction groups. Similarly, CPR and Recovery Position performance was deprived in web-based instruction group. Retention time negatively affected to psychomotor behaviors of students in most of the skills. In terms of first aid affective behaviors, students&amp / #8217 / scores were affected by characteristics of the casualty, characteristics of the first aider, characteristics of the event, and some other factors, however mean scores of students in three instruction groups were close to the no effect preference in the first aid affective behavior scale.

The purpose of this study was to describe the educational backgrounds and teaching styles of athletic training educators and to see if a relationship existed between educational backgrounds and teaching styles. An electronic survey was e-mailed to 338 Program Directors of CAAHEP accredited undergraduate and graduate athletic training education programs. The survey was also posted on the athletic training educator's listserv to recruit more participants. The survey contained questions regarding demographics and educational history, as well as the Teaching Styles Inventory (Grasha, 2002). A total of 198 athletic training educators responded to the survey, and 174 filled out the survey in its entirety.An overwhelming majority of the participants were White (98%) and about 50% were male or female. Over half of the participants were program directors (59%) and 38% were at the assistant professor rank. Thirty-one percent were currently employed at a liberal arts instituti on. Most were employed in a College of Education (36%), working in a department of health, physical education, and recreation (25%). These athletic training educators had diverse educational backgrounds. A Bachelor of Science degree had been awarded to 78% of the respondents, and 33% of the Bachelor's degrees were in physical education. Forty-five percent did not have a minor degree. At the master's level, most of the degrees that had been awarded were Master's of Science (63%) and 23% were in athletic training/sports medicine. Most of the participants did not hold a post-graduate level degree (37%). Of those with a post-graduate degree, 27% held a Doctorate of Philosophy. Nine percent were in curriculum and instruction. On average, athletic training educators had been teaching for 8 years, had completed 8 courses in pedagogy, and had attended 8 workshops that were based on improving pedagogical practices. The predominant teaching style among athletic training educators was per sonal model (50%). Surprisingly, none of the participants had a delegator teaching style as their predominant style. The results of the MANOVA suggested that a significant relationship did not exist between educational backgrounds and teaching styles among these athletic training educators.