Technology enhancements of the past two decades have not successfully overcome the problem of low motivation in Kindergarten through Grade 12 (K-12). Motivation and math achievement have been identified as major factors contributing to the high school dropout problem (30-50% in traditional/online programs). The impact of extrinsic rewards on achievement and the dropout problem, however, remains a subject of debate. This dissertation seeks first to address this debate, through an investigation of reward system effectiveness in the blended learning environment, on at-risk students with varied intrinsic motivation factor scores. Next, the dissertation explores the importance of fit between students' reward perceptions and reward values when motivating student progress. To this end, the author has developed a new 6-factor motivation orientation model for students in blended learning environments, and a learner-configurable progress-based reward system (PBR) for Learner Content Management Systems (LCMS) based on this model. The hypothesized model was tested for fit with a sample of 353 at-risk high school math students in Miami, Florida. The PBR was developed based upon the findings from interviews with subject matter experts and students, factor and regression analyses used to test hypotheses about learner motivation and predict learner progress. Conclusions from the study informed the design of an integrated PBR. A 6-factor motivation orientation model was found to explain more of the variance (74%) in student motivation than earlier models. Contrary to Deci et al. (1999), hypothesis test results did not confirm adversarial extrinsic rewards/intrinsic motivation relationships. Furthermore, consistent with person-environment fit theory, learners demonstrated superior progress and achievement when extrinsic reward perceptions and values were well aligned. With critical input from flexible learning theorists, teachers, and students, the emerging PBR design may ultimately be integrated through mobile learning applications and social media, within LCMS solutions such as Blackboard, and systems commonly used in K-12, such as Apex. Although beyond the scope of the dissertation, the emerging Web-based design promises to play an important role in engaging a K-12 Community of Practice (CoP), consisting of telecommunications partners, game developers, retailers, and education stakeholders sharing a significant interest in future innovations that address the dropout problem.

Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students' organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.

In 1994, the Federal Government made a commitment to link all classrooms, libraries, businesses, and industries to the information highway by the year 2000. President Clinton mandated that all classrooms in America be connected to the Internet by the year 2000. While many say this commitment and mandate have successfully occurred, there is still concern and questions about what successful integration of the Internet looks like and what specific practices can tap the bountiful resources available on the Internet. School systems have spent billions of dollars investing in hardware, software, and connection to the World Wide Web. Stakeholders demand accountability for time and money spent connecting our classrooms to the World Wide Web. Until educators fully understand what successful integration looks like in the K-12 schools, there will continue to be a digital divide for learners. In this qualitative study, which covers K-12 school systems in a three state area, the researcher interviewed system level supervisors of technology, building level administrators, and classroom teachers. The teachers selected for participation in this study were nominated by the administrators as teachers who demonstrate successful integration of Internet technology in the classroom. This study is an attempt to determine if there are trends, characteristics, or successful practices that other teachers could employ. Findings of the study include the importance of re-evaluating staff development related to the Internet and other technology issues. The results indicate that teachers are most receptive to learning from their peers and other teacher leaders when learning how to integrate the Internet into their classroom curricula. The importance of a planned vision, created by the stakeholders, concerning integration of Internet technology also emerged during the study. In addition, the study addresses the need for building level administrators to be better prepared in order to lead their schools in successful practices concerning integration of the Internet into school curricula.

Rural America contributes greatly to the American Community, yet this population is often overlooked and underrepresented in most types of education literature. Choices about residence shape America’s public school system through the formation of school districts and schools associated with these local jurisdictions. Communities with different population densities may have different overall population composition and, therefore, may sort differently into schools. This paper examines the effect that population density, local jurisdictional sorting, homogeneity, peer characteristics, and community social capital may have on student achievement. The first part of this dissertation outlines the importance of rural research and the impact of rural education on all of America. These areas have different economies, opportunities, and peer composition than their non-rural counterparts. The statistically average person is different in rural and urban America. The second part discusses the theoretical implications of locale influence on educational attainment. This theory explains the possible causes of peer effect strength and provides a better predictive model of both rural and urban peer effects. I argue that some level of heterogeneity and high social capital foster strong peer effects, and there is a tradeoff between diverse student body composition and social capital. In the final portion of this dissertation, I explore student achievement using empirical analysis. Based on the analysis in Chapter 4, it appears that student achievement is impacted by peers with and without controlling for teacher effects and social capital (or type) of a locale without controlling for teacher effects. Chapter 5 examines peer effect differences by locale and finds differences in peer effect strength. Suburbs have significantly stronger classroom mean peer effects in elementary school than towns. Skewness influences appear to be the same across grades and locale, and social capital has a positive impact on student achievement in elementary school and a negative impact on student achievement in middle school. The analyses in Chapter 6 conclude that student achievement is impacted by both the average and the percentage of high and low achievers but not similarly by locale. The final chapter discusses the results and their implications for future research and for policy makers.

Master of Science / Department of Architectural Engineering / Julia Keen / Conserving energy and minimizing utility consumption are primary focuses in educational facilities because annual budgets are often limited. Consequently, building energy audits are an effective tool to assist in evaluating existing buildings and identify methods of reducing annual energy use. Therefore, this report describes what building energy audits are, how they can be performed, and how to discover energy saving measures from the results. Specifically, the research considers physical building features and building operations and evaluates them for possible modification to reduce energy use. Proposed solutions vary from no-to-low cost options to larger capital investments. The research also analyzes building components for economic viability using the net present cost and payback period as the basis of comparison, permitting recommendations. The audit procedure and the economic analyses are presented in a manner that allows individual educational facility managers to assess their own buildings.

<div> <p>This research investigated how to measure school active shooter safety against current policies in place regarding two different areas of school climate. Using the State of Indiana as a case study, 55 different schools from 38 different counties, various socioeconomic environments and school types (public, private, etc.) were surveyed. This collected data was used to represent a sample and representation of active shooter safety in K- 12 schools in Indiana. Research was conducted through a survey of approximately 40 questions posed to the principal of a school. The survey was anonymously distributed, and any identifiable information was assigned a numerical code. Anonymized demographics were considered and measured as well to determine how active shooter prevention is treated amongst them. After the study was conducted, the data shows how demographics, policies, and procedures affect school active shooter prevention. Analysis showed that school size may relate to lower social emotional security scores. Additionally, middle schools appear to score higher on social-emotional security than K-12 schools. Nonpublic schools also appear to score less on active shooter prevention than public schools. There is a moderate effect between the two. Schools and policymakers should account for this when developing active shooter safety plans. </p> </div> <br>

In order to understand withdrawal rates in online K-12 schools, it is vital to have detailed documentation of these rates and to describe characteristics of the students who withdraw compared to the students who remain enrolled. Once these characteristics are known schools can develop programs and/or policies that support students who are at risk of withdrawing. This study was a descriptive analysis of (a) attendance, (b) lessons completed, (c) participation, (d) teacher-student communication, and (e) overall performance percentage comparing the means between the enrolled student population and the withdrawn student population using extant data. Four of the five variables, (a) attendance, (b) lessons completed, (c) teacher-student communication, and (d) overall performance percentage, were significant at the p < .01 level. Upon analysis, the results of average lessons per day were not reportable due to problems with the data. The Enrolled group had significantly higher means in the following variables: (a) attendance, (b) lessons completed, (c) teacher-student synchronous contact, and (d) overall performance percentage.

Este doutorado investigou as contribuições dos jogos digitais no desenvolvimento de conhecimentos matemáticos previstos nas competências curriculares em uma escola estadual de tempo integral, situada em Cotia - São Paulo. As análises realizadas foram fundamentadas a partir das categorias estudadas pelo psicólogo e educador Reuven Feuerstein quanto às mudanças na estrutura cognitiva (EAM) de alunos do Ensino Fundamental II. Esta investigação foi desenvolvida com 60 alunos e três professoras de Matemática em Oficinas Curriculares denominadas Experiências Matemáticas. Em sua trajetória metodológica contou com a participação da equipe gestora, professores de Matemática, alunos do Ensino Fundamental II e Grupo Alpha de Pesquisa - FEUSP durante dois anos. A investigação, de natureza qualitativa, caracterizou-se como pesquisa-ação e contou com a imersão total do pesquisador no campo amostral. Foram adotados técnicas e procedimento de pesquisa triangulados como a observação participante, entrevistas semiestruturadas, entrevistas informais, grupos focais, gravação de áudio e vídeos, fotos, diários de campo, atividades com os jogos digitais, um ambiente virtual (Moodle) e a combinação de duas redes sociais, FaceBook e WhatsApp. Os resultados apontaram que: i) o contexto escolar representa espaço privilegiado de sistematização e compreensão do complexo registro notacional da Matemática com a mediação dos jogos digitais; ii) o ensino da Matemática por meio de jogos digitais conferem sentido e significado às aprendizagens dos alunos; iii) os jogos digitais conferem ao desenvolvimento de competências e habilidades cognitivas com flexibilidade, autonomia, transcendência e construção de significados que são alguns critérios de mediação apontados por Feuerstein; iv) os jogos digitais favorecem a compreensão de conteúdos matemáticos de forma colaborativa e lúdica; v) os professores de Matemática necessitam de formação permanente que possa ampliar as transformações pedagógicas inovadoras de novos modos de aprender e de ensinar; vi) as abordagens pedagógicas podem se beneficiar de perspectivas contemporâneas como mobile-learning, Flipped-classroom e Bring Your Own Device como formas de reduzir os desafios e dificuldades das escolas públicas (políticas educacionais, infraestrutura, formação docente). / This thesis investigated the contributions of digital games in the development of mathematical knowledge foreseen in curricular competencies in a full-time state school located in Cotia - São Paulo. The analysis was based on the categories studied by the psychologist and educator Reuven Feuerstein regarding the Structural Cognitive Modifiability (SCM) of K-12 school. This research was developed with 60 students and three teachers of Mathematics in Curricular Workshops denominated Mathematical Experiences. The methodological approach has included with the participation of the management team, teachers of Mathematics, K-12 and Alpha Research Group of FE-USP for two years. The research approach was qualitative using action research in which the researcher was totally immersed in the field. Procedures and techniques were adopted in order to ensure triangulation with the observation of participants, semi-structured interviews, formal interviews, focus groups, recording of audio and video, photos, field diaries, digital games activities, a virtual learning environment (Moodle) and the combination of two social networks: FaceBook and WhatsApp. The results indicated that: i) the school context represented a privileged space for systematization and comprehension of the complex Notational register of Mathematics with the mediation of digital games; ii) teaching of mathematics through digital games resulting in a meaningful learning process to students; iii) Digital games enabled the development of cognitive skills and abilities with flexibility, autonomy, transcendence, and meaning, which are some mediation criteria pointed out by Feuerstein; iv) digital games facilitated the understanding of mathematical content in a collaborative and playful way; v) Teachers needed ongoing training that can enhance the innovative pedagogical transformations of new ways of learning and teaching; vi) Teaching approaches can benefit from contemporary perspectives such as mobile-learning, Flipped-classroom and Bring Your Own Device, the ways of reducing the challenges and difficulties of public schools(educational policies, infrastructure, and teacher training).

O Design Thinking tem sido aplicado na educação básica em diversos países do mundo. Práticas educativas do Design Thinking, teórico-metodologicamente investigadas nos projetos pedagógicos das escolas, tornam-se relevantes para a compreensão da multidimensionalidade do fenômeno educativo nas escolas. O objetivo desta investigação é pesquisar as contribuições do Design Thinking que possam inovar os estruturantes teóricos e metodológicos dos projetos pedagógicos da educação básica. Uma jornada científica exploratória na revisão de estudos existentes revelou a importância da perspectiva do Design Thinking. A investigação sob a perspectiva de pesquisa participante, de cunho qualitativo, com imersão longitudinal em escola pública estadual de tempo integral, permitiu avaliar e compreender seu contexto (entrevistas semiestruturadas, participação nas ATPC Aula de Trabalho Pedagógico Coletivo, questionários com sondagem diagnósticas, grupos focais, acompanhamento de projetos escolares). Como resultado foi verificado que o Design Thinking oferece oportunidades de formação permanente; de entendimento dos desafios contextuais e das oportunidades de implementação de projetos inovadores com avaliação realizada pela perspectiva do conhecimentona-ação/compreensão-na-reflexão para direcionamento de práticas mais transformadoras de seus estruturantes teórico-metodológicos (planejamento, formação permanente, avaliação/recuperação). A relevância desta investigação foi compreendida pela ação e na ação dos sujeitos envolvidos em projetos apoiados pelas Tecnologias de Informação e de Comunicação que se tornaram protagonistas do processo educativo. Estratégias e habilidades complexas de avaliar a aprendizagem dos alunos e desenvolvimento de competências previstas no currículo escolar inspiradas pela abordagem do Design Thinking tornaram-se terreno fértil para formação permanente do professor. Orientaram novos modos de planejar e de avaliar aprendizagens integradas aos conteúdos curriculares além de formar professores para aspectos importantes do planejamento político-pedagógico da escola. O Design Thinking mostrou-se promissor também como estratégia metodológica alternativa de pesquisa. / Design Thinking has been applied in basic education in several countries all over the world. Educational practices of Design Thinking, theoretical and methodologically investigated in educational projects of schools, become relevant for understanding the multidimensionality of the education phenomenon in schools. The purpose of this research is to investigate the contributions of Design Thinking that may innovate the theoretical and methodological structuring in pedagogical projects on basic education. An exploratory scientific journey into the review of existing studies has revealed the importance of the Design Thinking perspective. The inquiry from the perspective of participant research, of qualitative nature, with longitudinal immersion in a full-time state public school, allowed to evaluate and to understand its context (through semi-structured interviews, participation in ATPCs - Collective Pedagogical Work Class, questionnaires for diagnostic survey, focus groups, monitoring of school projects). As a result it has been found that Design Thinking provides opportunities for continuing education; for understanding the contextual challenges and the opportunities for implementing innovative projects with assessment from the perspective of knowledge-in-action / understanding-in-reflection for directing more transforming practices of its theoretical-methodological structuring (planning, continuing education, evaluation / recovery). The relevance of this research was understood through the action and in the action of participants involved in projects supported by Information and Communication Technologies, who have became protagonists in the educational process. Complex strategies and skills for assessing student learning and for developing competencies included in the school curriculum inspired by the Design Thinking approach have become fertile ground for continuing education for teachers. They have guided new ways for planning and evaluating integrated learning in curricular content, as well as training teachers in important aspects of the schools political-pedagogical planning. Design Thinking also proved promising as a methodological alternative research strategy.

Tem havido um crescente interesse na inserção de atividades envolvendo programação física em ambientes educacionais, e há diversos trabalhos publicados que comentam sobre os benefícios propiciados por tais atividades, inclusive como forma de incentivar a criatividade em sala de aula. Entretanto, são ainda escassas as publicações científicas que apresentam análises empiricamente fundamentadas relacionadas à avaliação dos efeitos de atividades de programação física no desenvolvimento do potencial criativo de estudantes. A presente pesquisa investigou como a introdução de atividades de programação física no Ensino Fundamental II, a partir de uma abordagem que privilegia processos de exploração e experimentação, impactou o potencial e sentimento criativo dos estudantes. O currículo proposto, baseado no referencial teórico construcionista, foi elaborado com o objetivo de engajar cada estudante e de contribuir para o desenvolvimento de seu potencial criativo, confiança criativa e de novas perspectivas sobre o mundo e sobre si mesmo. Foi identificada a necessidade de adaptar e desenvolver materiais para a aplicação do currículo proposto, e para isso foi criado um kit de programação física, bem como novos recursos de aprendizagem. O currículo foi aplicado a partir de sucessivas reformulações em duas escolas particulares e em uma escola da rede pública. Durante a aplicação do currículo, além das observações em sala de aula e de conversas periódicas com os estudantes, foram utilizados três instrumentos de coleta de dados: (1) realização de entrevistas, (2) aplicação de questionários de percepção criativa e motivação para a aprendizagem e (3) aplicação de um teste de pensamento divergente. Os instrumentos (2) e (3) foram aplicados também a um grupo controle, com pré e pós-teste. A partir da análise das observações de sala de aula e das conversas realizadas com os estudantes, foram identificadas estratégias que podem auxiliar na implementação de currículos introdutórios de programação física no Ensino Fundamental II, bem como os desafios encontrados durante a aplicação da proposta. Os resultados indicam que o currículo proposto teve impacto positivo na criatividade dos estudantes, bem como em sua confiança criativa e motivação para aprendizagem. Os resultados sugerem ainda que os estudantes que participaram das atividades desenvolveram novas perspectivas a respeito de si mesmos e do mundo ao seu redor. / There has been a growing interest in introducing physical programming activities in educational environments, and there are several published works that comment on the benefits provided by such activities, stating they can provide a way to stimulate creativity in classrooms. However, there are still few scientific publications that present empirical analysis related to the evaluation of the effects of physical programming activities on the development of the creative potential of students. This research investigated how physical programming activities, designed from a tinkering approach, influenced the potential and creative feeling of Elementary School students. Our curriculum, based on the constructivist theoretical framework, was elaborated with the goal of engaging every student, and to develop their creative potential and creative confidence. Given the need to adapt and develop materials for the application of the proposed curriculum, we created a physical programming toolkit, as well as new learning resources. This curriculum was applied from successive reformulations at two private schools and one public school in Brazil. In addition to observing students\' behavior in classrooms and periodic follow-up interviews with them, three data collection instruments were used: (1) interviews, (2) questionnaires about creative self-efficacy and motivation for learning, and (3) a divergent thinking test. The instruments (2) and (3) were also applied to a control group, with pre and post tests. We share the learnings that emerged from the activities, the difficulties found during the development of the curriculum, and strategies that may help with the implementation of introductory physical programming curricula in Elementary School. The results indicate that the application of the activities had a positive impact on students , as well as in their creative confidence and motivation for learning. The results also suggest that students have developed new perspectives about themselves and about the world around them.