This study is a qualitative inquiry considering the development and facilitation of a science education community of practice according to the definition of Wenger (1998, 1999) through participation in the graduate online science education program (GOSEP) Master's Degree track. Three research questions were considered: 1) In what ways do interactions within the GOSEP community of practice impact development of the teacher/student from outsider to novice to apprentice to master (Wenger, 1999)? 2) In what ways does personal development impact the community of practice? 3) In what ways do the interactions of professors with students impact the development of a community of practice in the GOSEP? The qualitative research frame was Integral Methodological Pluralism along with a hermeneutical approach to textual analysis and an autoethnographic viewpoint. The participants included seven students and two professors from the GOSEP. Data analyzed was in situ Blackboard™ and other online venues from classes dating Fall 2007 through Summer 2009 as well as semi-structured interviews, follow-ups, and member-check surveys. Results supported the assertions that 1) a community of practice (CoP) existed in the GOSEP, 2) the CoP assisted individual learning and growth from apprentice to novice to master, 3) that the CoP was most healthy and supported apprentice to master growth when a diversity of adult developmental levels existed in the group, and 4) the interactions of the professors in allowing the students to take on master roles and limiting their own control within the CoP contributed to the healthy development of students from apprentice to novice to master. Implications of this research suggest that the CoP model of online learning is effective and productive in allowing students to gain experience and knowledge in the skills, background knowledge, theory, and practice of becoming masters in the practice for which the community is designed to study. Future research engaging online CoPs with greater numbers, longer periods of study, and comparative studies with other types of online programs is suggested. / A Dissertation submitted to the Science Education Program in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semeester, 2011. / February 15, 2011. / Community of Practice, Science Education, Online Graduate Program, Qualitative Inquiry, Graduate Online Learning Community / Includes bibliographical references. / Nancy T. Davis, Professor Directing Dissertation; Jeffrey A. Milligan, University Representative; Alejandro J. Gallard Martinez, Committee Member; Lawrence C. Scharmann, Committee Member.

Research indicates that professional development provided over time can have a positive impact on teachers' and on students' learning in physical education (Bechtel & O'Sullivan, 2007; O'Sullivan & Deglau, 2006; Rink & Williams, 2003). The development of the online program under investigation in this study served as one answer to the critical need of providing ongoing, content-specific professional development for K-12 physical education teachers. The purpose of this study was to investigate the satisfaction of K-12 physical education teachers and their application of course content from a Master of Science online program in physical education teacher education. Twelve students who graduated from the Master's online program participated in this study. Three research questions guided the study: (a) What were the experiences of the physical education teachers during the online program?, (b) What areas of satisfaction in the online program were identified by participants?, and (c) In what ways were the participants implementing what they learned in the online program? Three sources of data were collected to answer the research questions: (a) a comprehensive exam, (b) an online survey, and (c) a 30-minute phone interview. The following techniques were used to ensure methodological rigor: (a) an audit trail, (b) cross-checking interviews, (c) a rich description of the online program, participants, and procedures, and (d) member-checking. The major findings provided reasons why the participants were very satisfied with this online Master's program in physical education teacher education. The data also revealed information concerning suggestions for improvement, implementation of content, and the difficulties related to applying new ideas. / A Dissertation submitted to the Department of Sport Management, Recreation Management, and Physical Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / March 16, 2012. / Higher Education, Master Degree, Online Education, Physical Education / Includes bibliographical references. / Thomas Ratliffe, Professor Directing Dissertation; Diana Rice, University Representative; Jeffrey James, Committee Member; Sandra Lewis, Committee Member.

The purpose of this study was to explore the effects of background knowledge and previewing texts on the reading comprehension of native Mandarin-speaking English Language Learners (ELLs). Participating in the study were 20 3rd-5th grade ELL students whose first language is Mandarin. Using a within-subjects design, the participants' reading comprehension was measured after reading culturally familiar and culturally unfamiliar texts, both before and after participating in previewing instructional activities. The previewing activities were designed to provide the students with relevant background knowledge to help them comprehend the texts. The results indicated that there was a statistically significant interaction between the type of book (familiar vs. unfamiliar) and the preview intervention (preview vs no preview). The students had significantly higher reading comprehension scores when they were provided a previewing text before reading a culturally unfamiliar text. The results are discussed in terms of the facilitative effects of previews and culturally familiar texts on ELL students' reading comprehension. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2008. / October 27, 2008. / Mandarin-Speaking ELLs, Chinese ELLs' Reading Comprehension / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Shouping Hu, Outside Committee Member; Carolyn Piazza, Committee Member; Diana Rice, Committee Member.

Purpose of the Study. The purpose of this study was to introduce renewable energy technology into the industrial arts programs in the State of New Hampshire by providing the following information for decision-making: (1) a broad-based perspective on renewable energy technology; (2) the selection of an educational change model; (3) data from a needs analysis; (4) an initial screening of potential teacher-trainers. Methodology. The Wolf-Welsh Linkage Model was selected as the knowledge production/utilization model for bridging the knowledge gap between renewable energy experts and industrial arts teachers. The Coffing and Hutchinson Needs Analysis Methodology was used to identify and prioritize definitions of needs related to two statements: industrial arts teachers' need for knowledge to teach renewable energy education (a) as defined by industrial arts teachers and (b) as defined by renewable energy experts. Results. Ninety-six renewable energy experts were identified by a three-step peer nomination process (92% response rate). A list of 493 discrete needs was identified by thirty-one definers representing the State's 309 industrial arts teachers and the renewable energy experts (100% response rate). The 493 need statements were prioritized by teachers (70% response rate) and experts (92% response rate). The degree of agreement/disagreement between the teachers and experts was determined by direct comparisons and by a statistical comparison using a rank order correlation (p = .6273). The degree to which individual teachers agreed or disagreed with the group of experts was measured by a series of rank order correlations. These 200 correlations were labeled "indices of congruency". A stepwise multiple regression technique was used to measure the predictive value of 126 demographic variables on the dependent variable, teachers' indices of congruency. Lastly, sixty-seven industrial arts teachers were nominated by their colleagues as potential in-service instructors. Conclusions. The experts stressed the conceptual foundations, economic justifications, and the scientific and quantitative basics of renewable energy technology. The teachers focused on wood-burning technology, educational strategies, and the more popular "alternative energy" sources such as windpower, hydropower, photovoltaics, and biomass. The most emphatic contribution of the needs analysis was the experts' and teachers' shared perception that residential/commercial building design, retrofitting, and construction is the single most important practical, technical area for the application of renewable energy technology.

This study was conducted to examine the: (a) heterogeneity and prevalence of the language and literacy profiles among first grade students, (b) predictors that optimize the classification of language and literacy profiles, (c) latent transitions comprising students assigned to the mover latent class and students assigned to the stayer latent class across fall and spring and the prevalence of these latent classes, and (d) predictors that significantly characterized the transition of class membership. Mixture modeling was used to address these aims. A sample of 521 first-grade students was drawn from seven schools. As hypothesized using the Simple View of Reading as a theoretical framework, five language and literacy profiles were identified. These were students with: a) the weakest performance on average in literacy but slightly higher language skills (13%), b) weak performance in both language and literacy (31%), c) average performance in language and literacy (27%), d) good (above average) performance on language and literacy (21%), and e) the strongest performance in language and literacy (8%). Unique predictors of class membership differentiation for all groups were phonological awareness, teacher judgment on academic performance, and socioeconomic status. Measures of letter sound fluency and oral language uniquely predicted group differentiation for some groups. There were proportionately more students who were assigned to the mover latent class (higher overall means) than students who were assigned to the stayer latent class (lower overall means). The mover latent class had some probability of moving classes while the stayer latent class had zero probability of moving classes. The mover latent class and stayer latent class were uniquely differentiated by letter sound fluency, phonological awareness, socioeconomic status, and participation in tiered conditions. The policy and practical implications of these results are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 25, 2012. / CLASSIFICATION, LANGUAGE AND LITERACY PROFILES, MIXTURE MODELING, READING DISABILITIES, RESPONSE TO INTERVENTION, SIMPLE VIEW OF READING / Includes bibliographical references. / Barbara R. Foorman, Professor Co-Directing Dissertation; Stephanie Dent Al Otaiba, Professor Co-Directing Dissertation; Richard K. Wagner, University Representative; Young-Suk Kim, Committee Member; Jeannie Wanzek, Committee Member.

Teacher quality has emerged as a key factor influencing the success of students, both academically, and beyond. The national discussion of teacher quality focuses on determining which teachers are effective and how best to determine which qualities or characteristics lead to increased student achievement gains. In 2012, value-added methods (VAM) have become education's answer to the question of determining teacher efficacy. Value-added methods seek to isolate the contribution teachers have on students' learning gains, which can be compared to the performance measures of other teachers. However, there are many different, competing methods from which to choose. The problem lies with the fact that a consensus has yet to be reached regarding an acceptable method for calculating these value-added scores (VAS). This study investigated the validity of three different VAM by comparing their resulting VAS with other established measures of teaching quality. Results revealed that the three value-added methods did not consistently predict teaching quality (TQ). Specifically, no significant predictors were found when regression analyses were run. Interestingly, the variables typically expected to be associated with higher VAS (teacher knowledge TK and classroom environment TQ), were not associated with higher VAS for Passage Comprehension (PC). The results of this study highlight clear concerns with VAM, albeit with a small sample of teachers (n=37). At the same time, the nation's reliance on VAM continues to increase. Recommendations include a universal, standardized method for calculating VAS. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 14, 2012. / Teacher Quality, Value-Added Methods, Value-Added Scores / Includes bibliographical references. / Carol Connor, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Sherry Southerland, Committee Member; Young Suk-Kim, Committee Member.

The development of morality in children has been deemed one of the most important endeavors of parenting (Klein, 2002; Lickona, 1983). Being that children first learn about moral elements from their parents (Lickona, 1992), it is necessary to understand how parents approach teaching the social skills associated with moral elements. As such, the purpose of this study was to explore parents' understanding and application of dialogic reading while teaching their preschoolers the social skills associated with courage, empathy, and love. Literature pertaining to moral development, children's literature and moral development, parents and shared book experiences, the connection between social skills and literacy, and dialogic reading was reviewed in order to inform this study. Three middle class mothers and their five-year-old children participated. Using a qualitative, case study research design, multiple forms of data were collected. All data collected were analyzed using Vygotsky's (1978) Zone of Proximal Development (ZPD) in order to make sense of the social interactions, which took place between the three mothers and their children during shared book experiences. The findings reveal all participating mothers and their children moved from their initial development level to a more advanced developmental understanding of the social skills associated with courage, empathy, and love in collaboration with more knowledgeable others. Each of the participants demonstrated differences in both cognitive and affective behaviors during shared book experiences from the initial observation to the post dialogic reading training observations. Recommendations for future research are offered. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / January 25, 2012. / Dialogic Reading, Moral Education, Parents, Preschoolers, Social Skills / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Stacey Rutledge, University Representative; Vickie Lake, Committee Member; Diana Rice, Committee Member; Mary Frances Hanline, Committee Member.

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007-2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2011. / October 18, 2011. / equitable teaching practices, science teaching practices, students with learning disabilties / Includes bibliographical references. / Alejandro J. Gallard Martínez, Professor Directing Dissertation; Pamela S. Carroll, Committee Member; Lawrence C. Scharmann, Committee Member; Sandra Lewis, Committee Member.

During the first five years of life, many young children engage in behaviors that can be considered challenging by the adults who care for them. Child care, or out of home care, is an important resource that can have a tremendous effect on a family (Buck & Ambrosino, 2004). Child care can also cause turmoil and stress for a family whose child has exhibited challenging behavior and is no longer welcome in the program (Buck & Ambrosino, 2004). The consequences of young children's behavioral problems are reflected in the high rates of preschool expulsions across the United States (Whitted, 2011). Preschool expulsion is related to a variety of factors within the child care center such as program characteristics, characteristics of children in the class, and factors associated with the family (Gilliam & Shahar, 2006). Only a few empirical studies focus on expulsion or suspension at any grade level and researchers have largely ignored expulsion and suspension during the preschool years (Gilliam and Shahar, 2006). The purpose of this exploratory study is to examine challenging behavior and the role it plays in child care center directors' decision making process regarding whether or not to expel a child from their center. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2012. / August 22, 2012. / challenging behavior, disruptive behavior, preschool expulsion / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Stacey Rutledge, University Representative; Mary Frances Hanline, Committee Member; Thomas Ratliffe, Committee Member.

The NCATE requirements introduced in 2004 presented a new challenge for teacher educators in that they had to define, develop, and assess teacher dispositions in their programs in systematic ways (Dottin, 2009; Schussler, Bercaw, & Stooksberry, 2008). Extant research suggested that as an initial step to overcome this challenge, it was important to define and understand what exactly is meant by "disposition" (Notar, Riley, & Taylor, 2009; Shiveley & Misco, 2010; Thomas, 2010). In order to reach to an agreeable and clear definition of teacher dispositions, it is important understanding teacher educators' perceptions about teacher dispositions (Freeman, 2007; Notar, Riley, & Taylor, 2009). In the light of these, the following research question were guided this study: 1) What are the perceptions of teacher educators about teacher dispositions in terms of the extent to which selected dispositions are innate or teachable? 2) What are perceptions of teacher educators about teacher dispositions in terms of the extent to which selected dispositions are important to being a teacher? 3) To what extent do teacher educators report that they are teaching dispositions in their classes? 4) What are the perceptions of teacher educators about the effectiveness of integration methods of teacher dispositions into the coursework and conceptual framework? The study involved 118 teacher educators employed in the eleven NCATE accredited teacher education institutions in the State of Florida during the spring semester of 2011. The data were gathered using an online survey. In the survey the teacher educators rated 42 dispositions using four subscales to indicate their perceptions about dispositions. In addition, teacher educators rated the effectiveness of 7 integration methods. By the exploratory factor analysis, three main structures or factors were extracted from the data. Using the factor loadings composite scores were calculated for each subscales. A series of a series of paired t tests revealed statistically significant differences of teacher educators' perceptions toward teacher dispositions and integration methods. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2011. / August 31, 2011. / Defining Dispositions, Educators' Perceptions, Importance of Dispositions, NCATE, Teacher Dispositions, Teacher Education / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Sande Milton, University Representative; Diana Rice, Committee Member; Thomas Ratliffe, Committee Member.