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This sequential mixed method study (Creswell, 2003) compared the adjustment process of community college transfer students who began in the fall to those who began mid-year, beginning with a quantitative phase and extending to a qualitative phase of data collection in the fall semester and repeating this same sequence of data gathering with transfer students enrolling in the spring term. The central question guiding the quantitative phase was whether there are differences in the adjustment of fall and mid-year community college transfer students in the semester they first transfer to a public, four-year institution. The second phase explored the community college transfer students' adjustment experiences during the fall and mid-year through the use of small group interviews. The central question guiding the qualitative inquiry was how mid-year community college transfer student adjustment differs from fall transfer student adjustment, focusing this qualitative inquiry on the mid-year transfer students and comparing and interpreting their results to those of fall transfer students. In summary, this study supports this author's contention that community college students who transfer mid-year have different experiences with college adjustment than their fall counterparts. Results of this study begin to provide a useful picture of mid-year transfer students, but more research is needed. Investigations of programs and services that two-year and four-year institutions can offer to help mid-year transfer students adjust to college, persist in college, and earn a baccalaureate degree are needed. (Contains 2 tables and 1 figure.) [For the full report, "Timing Is Everything: A Comparative Study of the Adjustment Process of Fall and Mid-Year Community College Transfer Students at a Public Four-Year University," see ED527131.]

An educational researcher sought to collaborate with a classroom instructor to introduce problem-based learning as a new teaching intervention. First, a classroom instructor was approached to consider how a problem-based learning instructional approach might fit with their existing curriculum plan. The researcher and the classroom teacher used a discussion framework to decide together how to best design a professional learning course meant to prepare the teacher to use the new techniques in their classroom. The teacher took the professional learning course and subsequently designed his own problem-based learning course. That course was then delivered to undergraduate students in a college senior thermo-fluids lab course. Quantitative and qualitative data describe how students recognized the connection between the lab course and their perceptions of a future career as engineers. Preliminary findings suggest the researcher and teacher professional learning codesign process contributed positively to the classroom teachers developing and delivering their own PBL course that was perceived by students to contribute positively to their content knowledge, motivation and perception of their future career as engineers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This practice-based thesis presents illustration practice as a transferable research tool to interpret and describe socio-cultural narratives both past and present. Rather than the grand narratives, the histories of interest are the anecdotal and informal stories that belie the experience of the everyday. As an illustrator-researcher I am positioned in the role of involved witness; a subjective researcher, interpreter and raconteur. Auto ethnographic delivery is used to contextualise the research interests leading toward the identification and interpretation of the central case study; the Holloway prison diary and life writings of the Croydon Suffragette Katie Gliddon, held by The Women’s Library, L.S.E. Narrative illustration practice, both written and visual is used to present a story world of interrelated sociocultural narratives describing what is known of the past and how this resonates with concerns of the moment. Here illustration practice is defined as a holistic process including a series of strategic research methods, creative outcomes and dissemination to various audiences. The thesis also addresses how stories that are continually developing might be tangibly recorded in such way that also allows them to remain lively. Furthermore, it is argued that illustration practice due to the qualities of the discipline, such as the explicit intentions to communicate and engage, provides an appropriate tool through which to interpret and describe human relations and their social contexts. This PhD consists of a fully illustrated written thesis and a body of creative practical outcomes. These include physical print based illustrative artworks and an online component. The thesis intends to function as a visual communication artwork, an interpretation of Katie Gliddon’s memoirs, a research study for future social researchers and a contribution of new knowledge to the field of illustration research. The intention is to define a transferable signature creative practice employing the defined methodology to work with archives, heritage centres and communities. The research includes various participatory workshops which are discussed in relation to testing the transferability of the methods used.

With the steady increase of ubiquitous computing initiatives across the country in the last decade, there is a pressing need for specific research looking at content area instruction in 1:1 settings. This qualitative multiple case study examines writing instruction at two middle schools as it is delivered by experienced teachers in five English language arts classrooms in 1:1 settings. The driving inquiry behind the study reads, "How are teachers' pedagogical strategies for teaching writing influenced by their students' 1:1 laptop access?" Detailed teacher interviews, classroom observations, student interviews and focus group discussions, and lesson plans comprise the sources of data for the study. Themes emerging from the data include the struggle of distractions in many 1:1 English language arts settings, an evolving balance between paper-based and laptop-enabled writing activities, and the not-so-subtle influence of teachers' values on the types of writing activities assigned. Discussion centers on student and teacher challenges in the 1:1 setting, changes in writing activities taking place and the use of time for the writing process, and the influence of these factors on teachers' pedagogical strategies for teaching writing as a result. Findings indicate that teacher participants value ubiquitous computing access for their students, though there is considerable variety in the way in which writing instruction is implemented. Reasons for this variation include personal teacher values concerning pedagogy, content, and technology, variations in teacher perception of a need for balance between paper-based and online writing activities, and the types of access students have to their laptops. Implications for English language arts instruction are provided as are suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Chinese writing is one of the most difficult challenges for Chinese learners whose first language writing system is alphabetic letters. Chinese teachers have incorporated computer-based writing into their teaching in the attempt to reduce the difficulties of writing in Chinese, with a particular emphasis on composing (as opposed to simply writing individual Chinese characters). However, there is a lack of study to fully understand the complexity of Chinese learners' computer-based and paper-based writing modes and their writing development. This study compares these two writing modes of beginning-level and intermediate-level Chinese learners and investigates how they develop Chinese writing by analyzing their writing errors. This study uses "mixed methods" that include a combination of qualitative and quantitative approaches to examine participants' Chinese writing. Surveys and interviews were conducted to examine participants' views of Chinese writing and their attitudes toward computer-based and paper-based writing. In total, 58 beginning-level and 12 intermediate-level learners participated in the survey study. Individual writing sessions were arranged with 16 beginning-level and 12 intermediate-level participants for analyzing their writing process. Their paper-based writings were recorded using the Smartpen, a state-of-the-art pen-movement tracking device. Camtasia Studio, a computer screen capture program, was used to record computer-based Chinese writing. Two native Chinese teaching assistants graded participants' writing using a ten-point scale to examine their writing with respect to clarity (in terms of character, vocabulary, and grammar error) and organization (in terms of style of writing and use of linking words). The survey data revealed that participants regarded Chinese writing as "handwriting of Chinese characters." Due to the difficulty of learning Chinese characters, they thought that they would write Chinese better with computer typing. Different from participants' perceptions on computer-based writing, paired t-test results of intermediate-level participants' writings indicated that they wrote Chinese essays better with paper-based writing in terms of writing clarity and organization. Computer-based writing only helped participants produce fewer character errors. Interestingly, when participants wrote unfamiliar genres of writing, there was no difference between computer-based and paper-based writing. In addition, the analysis of the Chinese character writing process indicated that there was a correlation between following correct stroke-sequences and producing correct characters. By analyzing character errors and stroke-sequence errors, I identify three developmental stages of Chinese character writing: "Pinyin" writing, acquisition of stroke-shapes and rules of compound characters, and matching pronunciations with characters. This study contributes to the Chinese writing field by applying new methods to examine learners' writing and experimenting with novel technologies to analyze their writing process. The findings reveal the importance of teaching correct stroke-sequences in Chinese character writing. Furthermore, this study discovers that computer-based writing allows Chinese learners to produce correct characters. Finally, it points out other important aspects of Chinese writing, including the syntax, genre, and use of Chinese resources, as they also influence Chinese learners' writing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explored the ways that two ninth and tenth grade teachers and their newcomer immigrant students engaged in HRE using elements of critical pedagogy at an urban pubic high school. Research data included eight months of classroom observations and interviews with two teachers and nineteen of their students across four of their classrooms. In this study, the complexity of engaging in HRE with newcomer students was brought to light as two teachers enacted their vision of critical pedagogy, human rights content and learning goals, as well as English language instruction. The findings in this study conveyed that engaging in HRE was relevant to students' lives and provided meaningful opportunities to learn English while developing skills to articulate their struggles with racism, discrimination, gender issues, and immigration through the language of human rights. This study also highlighted the complications of HRE in practice with vulnerable youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Literacy practices can be considered powerful tools used to claim a space, establish an identity, or provide a voice in various social interactions. The goals of this study were to understand the literacy practices of three female young adults who attended an alternative school prior to my study in the spring of 2008. The study also explored the purposes for the literacy practices, the outcomes of the literacy practices, and the factors that seemed to influence their reading and writing. I used a qualitative case study design method to explore the girls' personal and school literacy. Data were obtained through observations; weekly interviews with each girl; interviews with family members, interviews with teachers, an interview with the girls' probation officer; literacy vignettes; school documents; and the girls' writing. Findings established that the girls participated in varied and extensive personal literacy practices including the reading of novels and informational texts and the writing of poetry, letters, and notes. The girls' personal literacy practices helped them cope with their emotions, reflect on their life events, establish and maintain social networks with peers, and communicate with family members. Although I found the girls had well-articulated purposes for participating in their personal literacy practices, their school literacy practices were often disconnected from their lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Proficiency in literacy is paramount during a child's education. Lacking proficiency can have lasting effects. At both the state and local level, continuing gaps in student achievement in literacy have been documented. The purpose of this qualitative case study was to focus on kindergarten teachers and administrators' early literacy strategies, specifically current practices in early literacy skills and possible resources needed in early literacy to lessen the gap between White students and ethnic minority and students who qualify for free/reduced meals. The constructivist framework was the platform used to investigate teacher and administrator understanding of the 6 early literacy skills, their understanding of current literacy building instructional practices/strategies related to those skills, and possible needs for resources related to the six early literacy skills. The guiding question for this study was: Despite targeted instruction, dedicated time for daily literacy instruction, and tiered interventions, why does the literacy gap exist in kindergarten? A qualitative case study design was used for this project study with a convenience sample of five participants. Semistructured interviews were conducted and transcribed. Open coding was used to identify themes. Major themes emerged including instructional support, use of multimodal curriculums, strong teacher/student relationships, and consideration of issues outside the instruction and curriculum such as mental health of students. Recommendations were made in the form of a position paper to identify possible changes, modifications, and items to keep. A major implication when considering positive social change is the collaborative work from all stakeholders. With this position paper, the district can migrate from reactive strategies in third grade to proactive strategies in kindergarten to lessen the literacy gap between student subgroups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In U.S. school districts, African American special-education students are disciplined more heavily than other students. This case study examined how a suburban high school district in Southern California addressed disproportionality and significant disproportionality in the discipline of African American students with disabilities. The study gathered qualitative data through interviews with 28 of the district's employees--including officials, administrators, psychologists, security officers, teachers, and classified staff--and analysis of the interviews, along with relevant documents and field notes. This research provides an overall picture of the challenges involved in overcoming disproportionality and significant disproportionality in student discipline, especially those of marginalized groups, and suggests ways to improve school programs. The study highlights the importance of taking cultural issues into account as they relate to employing effective disciplinary tactics, especially for African American special-education students. Findings indicate that district employees may not clearly understand which student population the California Department of Education (CDE) has identified as disciplined disproportionally or significantly disproportionally (African American students in general or African American special-education students) and that current practices have been inefficient in addressing the issue of significant disproportionality. The findings also demonstrate a systemic racism and favoritism of students who embody White hegemonic values and that this impact is represented in the significantly disproportional discipline of African American students with disabilities. The findings support the need for school communities to discuss the best ways to teach African American special-education students and create a targeted approach to dealing with the excessive discipline of this population rather than continuing with the current generic approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This descriptive and interpretive case study investigates how 12 undergraduate college students perceived participation in their high school Senior Capstone Project (SCP) impacted their college academic experience. Learning transfer was explored from the learner's perspective. Data was collected using qualitative methods in three sequential phases in the spring and summer of 2016. Triangulated data sources include: online questionnaires, focus groups, artifacts, artifact-based interviews, participant reflective journals, and final interviews. For this study, SCP is defined as a culminating project based learning (PjBL) experience students elect to take part in their senior year of high school. Participation in the SCP encompasses experiential techniques of self-direction, authentic problem solving, mentor collaboration, and reflection to complete a research paper, fieldwork, a portfolio, and a presentation. Data analysis produced four key themes: (1) acquisition of skills, abilities, and dispositions took place following two dynamic relationships: concurrently with interdisciplinary content and simultaneously while learning and using, (2) participants described how their SCP acquired content knowledge, skills, abilities, and dispositions were later applied in the far transfer setting of college, (3) examination of three embedded case studies surfaced career and college preparation connections, and (4) participants perceived self-efficacy resulting from their SCP experience provided confidence for their college work. Throughout all four themes learning transfer was found to cross boundaries and contexts, from the acquisition setting of the high school SCP to the far transfer setting of the college academic experience. Participation in the high school SCP was found to positively impact students later in college. This study added to the available literature on the SCP, PjBL and learning transfer. The evidence of the positive impact of PjBL activities provided by the voices of the participants of this research should be considered when decisions are made regarding allocating limited classroom time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Mass murder in the United States is increasing, yet understanding of mass murderers is still relatively limited. Many perpetrators compose manifestos, which include journals, blogs, letters, videos, and other writings. Previous research has indicated that personal messages are of great social and psychological importance; however, there remains an important gap in the current literature regarding studies specific to these manifestos. As such, the purpose of this qualitative multiple case study was to provide greater understanding of mass murderers' motives and mindsets through psycholinguistic analysis of their recorded words. The constructivist conceptual framework enabled gathering, analyzing, interpreting, and reporting thematic language from a purposeful sample of 12 American mass murderer manifestos, all of which were freely available online. The 6 research questions aligned with 6 psycholinguistic themes: ego survival and revenge; pseudocommando mindset: persecution, envy, obliteration; envy; nihilism; entitlement; and heroic revenge fantasy. Descriptive and analytical coding allowed for the identification of sentences and passages representative of each theme. Findings revealed a high degree of support for nihilism and ego survival and revenge, moderate support for heroic revenge fantasy and pseudocommando mindset, and limited support for entitlement and envy. These findings contribute to the existing literature, enhancing social change initiatives through increased understanding of mass murderers' communications and prompting further needed research. With greater awareness comes the potential for early identification and intervention, which may favorably impact psychology and law enforcement professionals and at-risk individuals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A gap in research exists that demonstrates how principals use their authority to make decisions and how that intersects with change management models. The purpose of the study is to examine how one elementary school principal has led change and how teachers perceive the effectiveness of the change. The study seeks to explore principal's and teachers' perceptions of the impact of the change on the school. Through a bounded, qualitative case study design, the researcher used several techniques to gather data: teacher survey, principal interview, teacher interview, and document analysis. Multiple sources of data were used to adequately shed light on the phenomenon. Using multiple methods will help enable deeper understanding. The data were analyzed to determine how one principal utilized bureaucratic, psychological, technical-rational, professional, and moral sources of authority for leadership. The researcher then looked at how these sources of authority intersected with common themes in change management models. The researcher examined the data by coding the sources of authority with numbers and the common themes in change management models in color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study is to explore the cultural manifestation of grit in two freshman academy environments and describe factors of grit that support student success. This study used purposeful sampling to select sites and participants. Data were collected through: administration of Douglas' (1982) grid and group 24-question survey to determine cultural typology of each school; the administration of Duckworth's (2007) 8 item, Grit-S scale to determine the "grittiness" of each faculty; structured interviews with four teachers and one assistant principal from each site; observations, documents, photographs, electronic communication, flyers, demographic reports, and school websites. Douglas' (1982) grid and group matrix was used as the theoretical framework to explore the cultures of each school and to understand how Duckworth and Quinn's "two-factor" construct of grit, which is consistency of interest and perseverance of effort, is culturally manifested in each school. This study provides analysis of these cases with regard to the four psychological assets of grit, as it relates to the organizational environment of each school: interest (teacher/student school passion); practice (routine school activities); purpose (school vision, mission, and goals); and hope (optimism, opportunities) (Duckworth, 2016). Findings revealed that by examining grid dimensions of each school, the similarities and differences of grit were manifested with regard to teacher and administrator roles, organization and structure of the school, and school programs could be explained. Additionally, by examining group dimensions of each school, similarities and differences of how grit was manifested in teacher goals, stakeholder expectations, collaboration, and stakeholder relationships could be explained. Programs that contributed to the development of grit were those that allowed opportunities for students to engage with technology, their peers, and their teachers, as well as programs that provided time for academic supports. Findings confirmed grit development is possible within a freshman transition program and is manifested in programs and supports for teachers and students in a culture of high expectations, collaboration, supports for students and teachers, and an environment of relationship building. Implications for practice include, the promotion of grit in learning environments, teacher education programs, and improved four-year cohort graduation rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many higher education institutions have implemented online learning (OL) as a response to students' needing greater access to higher education. Although many universities have determined that meeting this increasing need for OL is important to their future strategies, some universities do not know how to structure their internal operations to attain and support OL growth. The purpose of this study was to address a problem in a Mid-Atlantic university that had limited knowledge and experience in growing OL beyond its physical campuses, and requires this enrollment increase to achieve its institutional priorities. The research questions probed what the university needs to know and what processes need to be in place to grow OL enrollments outside of the region. Systems thinking theory provided the conceptual framework for this research. A qualitative case study provided information to address this problem. The case study included responses from 10 academic and administrative participants in a focus group and 5 internal and 3 external university leaders in individual interviews. Data analysis involved a systematic method of coding and analyzing for themes. Findings included the university's need to increase its effectiveness in communicating with prospective students, in advising OL students, and in developing relationships with external organizations. The outcomes of the research led to a position paper which identified 6 strategies for OL growth, including recommended methods to enhance prospective student processes. Research about improving access to higher education through OL can positively impact social change by providing information to institutions who wish to increase access to educational opportunities for people who have barriers getting to a face-to-face campus due to disabilities, work schedules, family commitments, or transportation issues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher quality is a central concern of the profession. College-based teacher education, the core of teacher preparation in the United States, has increasingly included some form of practitioner inquiry in the pre-service program to encourage teacher candidates to be reflective, adaptive teachers who systematically and intentionally examine practice to improve pupil outcomes and continue their own professional development. While it is assumed that pre-service practitioner inquiry has a positive influence on pupils' learning, there is still little empirical evidence to support this assertion. Most empirical data on pre-service practitioner inquiry is confined to a short time period and does not examine what happens to pre-service candidates when they enter their own classrooms. Additionally, this research is generally conducted using interpretive qualitative methods. Thus, this dissertation uses a longitudinal mixed methods approach to examine what happens when teacher candidates engage in practitioner research in a pre-service program focused on inquiry with the goal of improving pupil learning. A modified sequential explanatory mixed methods design was employed as the best means of addressing this complex question. The study included data from three sources in a teacher preparation program focused on practitioner inquiry. The first analysis took a broad view of the quality and range of teacher candidates' research papers through the analysis of rubric scores for 92 teacher candidate inquiry papers in two cohorts (spring, 2006 and spring, 2007). Looking at the quality and nature of these projects, content analysis on a sample of twelve papers taken from the range of these scores was conducted. Finally, in-depth case studies of two participants were developed using data accumulated during the one-year pre-service program and through the first two years in the classroom. Findings in the quantitative analysis indicated that the rubric was reliable in differentiating among papers, but that there were fewer outstanding inquiries than expected, which were not explained by analysis of the scores. Content analysis of a sample of these papers indicated that differences were in how questions were formed; candidates' ability to interpret and use data recursively; whether and how candidates connected their learning to pupil learning; and if candidates connected their inquiry to issues of social justice in meaningful ways. The case studies showed that several factors influenced whether and how candidates moved toward the development of inquiry as stance. These factors included candidates' view of inquiry; teacher capacity; demands of curriculum planning and development; understandings of learning to teach for social justice; as well as school support and context. Overall, the three analyses in this dissertation indicated that requiring teacher candidates to engage in pre-service practitioner inquiry did not guarantee that they would understand inquiry as intended, develop an inquiry stance, or continue to inquire into practice in their own classrooms. These findings suggest implications for research, practice, and policy, which are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Public education in the United States struggles to prepare all students for success in post-secondary education and careers. One reason attributed to dropouts, student-disconnect, and low levels of achievement is that too many students attend large, impersonal schools where they are not engaged in learning. Many policy makers view the reconstruction of high schools through the creation of Smaller Learning Communities (SLCs) as a step toward personalizing education and establishing the right conditions for enhanced student achievement. The purpose of this case study was to investigate which aspects of the high school SLC program educators deemed critical and how SLC practices can be improved. This qualitative descriptive single-case study was designed to analyze teacher, counselor and administrator perceptions around SLC practices in a large suburban southeastern New England school district. Data was obtained through historical quantitative analysis, document analysis and a semi-structured focus group interview. The research was guided by Coleman's (1988) theoretical concept of social capital with three primary questions: In what ways did high school attendance, suspension, retention, graduation, drop-out, post high school plan rates and state testing data change from 2004 to 2012 for the school district under study? How have changes to existing practices been implemented since the inception of the SLC program? How did educators perceive the effectiveness of the SLC program? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to answer the question: How do pilot users of the Danielson Evaluation System perceive this model in two mid-south high schools? The study describes the perceptions of teachers and administrators who implemented the Danielson Teacher Evaluation Model. The primary focus was on teachers and administrators experience with the pilot of the new Arkansas Teacher Excellence Support System. In an effort to meet requirements under the ESEA flexibility waiver Arkansas developed a comprehensive evaluation model to meet state and federal accountability standards. Arkansas Department of Education developed a pilot school program in which they were afforded the opportunity to explore the teacher evaluation tool in a lived experience in four pilots across the state. The researcher conducted structured open-ended interviews with teachers and building principals. Observations were conducted with research participants. Documents were collected throughout the study to meet triangulation of this phenomenological study. The significant themes (axial codes) that emerged from the data collected were (a) role of the students, (b) teacher evaluation system, (c) emotions of teachers, and (d) reflection of the process. This qualitative study adds new research to the field on the perceptions, experiences, and essence of piloting the Danielson Framework for Teaching Evaluation Model. This research will be instrumental in facilitating more long term research on the perceptions of the framework as a teacher evaluation model. Through this study, readers can gain new insight on the struggle of teachers and administrators as they shift their thinking from the Danielson Framework which guides teacher practices to an evaluation tool. This study provides new research of the everyday challenges of teachers and their effort to improve student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The world is an increasingly interconnected body; higher education has not been immune to the charms of globalization. Both on their domestic and international branch campuses, universities must reconcile their organizational mission and institutional vision with the new possibilities and obstacles presented by a globalized community. The researcher conducted a qualitative study to explore this intersection of globalization and higher education. Globalization has proved to be a motivating force for higher education institutions; no longer are they limited by national boundaries. The researcher's study aimed to answer the following research question: What does a multi-paradigmatic analysis of textual artifacts reveal about the international expansion of U.S. universities? The study sought to determine the relationship between mission statements, strategic plans, and the international expansion programs of U.S.-based higher education institutions. While mission statements set the historic tone for the institution, strategic plans embody the institutional culture and values while making a statement about where the university wants to go. The subjectivist study utilized multi-paradigmatic inquiry, as developed by Kezar and Dee (2011), to provide a more comprehensive understanding of written institutional documentation. In doing so, the researcher applied multiple lenses to the textual artifacts, reflecting the interpretive, critical, and postmodern theoretical perspectives. Each of these perspectives had a corresponding methodology--hermeneutics, ideological criticism, and deconstruction, respectively--that culminated in the universal application of the discourse analysis method. In analyzing the institutional documentation for three universities--Georgetown University, Carnegie Mellon University, and New York University--using multi-paradigmatic inquiry, the researcher was able to determine that the official discourse around internationalization is entirely positive with no acknowledgement of the difficulties or risks that future expansion may cause. The notion of internationalization is presented as being both inevitable and in an institution's best interest; yet, universities are reluctant to formally alter their institutional culture and identity to incorporate these new perspectives. While multiple voices contributed to the creation of these textual artifacts, there was only one voice represented in the globalization discourse, setting a dangerous precedent as institutions prioritize neoliberal principles over traditional educational values. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to explore the experiences of undergraduate college students attending a public and a private university in the State of Kuwait to understand how they develop their understanding and valuing of information literacy and information literacy standards. Data from student and faculty interviews and student research papers were gathered and analyzed using NVivo. The students' reflections on their prior experiences with research shed light on how the students formed and shaped their concepts on information literacy and their application of selected Information Literacy Competency Standards. Information literacy was not comprehended fully by the students and held different meanings to the participants in this study. The students articulated specific aspects of information literacy and displayed a fragmented understanding of the concept. The themes that emerged focused on the students' research experiences before information literacy instruction, definitions of information literacy, information literacy as a process, influences on developing information literacy skills, documentation, and expectations. The study was conducted with 24 female and male students attending a private university and a public university in Kuwait. Further research needs to be conducted on larger populations locally and regionally to assess student levels and understanding of information literacy as well as the standards in order to design effective holistic approach information literacy instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The graduation rates for Hispanic students in higher education are the lowest in the nation in comparison to any other subgroups, yet they are the fastest growing population in the nation. Lack of a rigorous curriculum in a K-12 setting and college readiness skills are factors. There needs to be a strong partnership among K-12 school districts and postsecondary institutions to provide students with the skills needed to be successful as a college student. Too many students are graduating high school underprepared. La familia plays an important role in the Hispanic culture. Due to their family ties and cost, most Hispanic students are likely to attend a community college. However, adequate services/programs are needed to ensure recruitment, retention and graduation rates for Hispanic students. The purpose of this executive position paper and qualitative study is to recommend best programs/services that can be utilized in the recruitment, retention and graduation rates for Hispanic students in community colleges in the state of New Jersey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This basic qualitative study explored factors that influenced the development of professional role behaviors of nurses, occupational and physical therapists who were characterized as exemplars in the acute hospital setting. The participants, four occupational therapists, four nurses, and four physical therapists were interviewed using a semi-structured format, and the interviews were analyzed to determine themes. Participant selection was based on manager and colleague recommendations, knowledge, skills, experience, certifications, teaching abilities, leadership, participation in research or advocacy programs, and membership in professional organizations. Ten participants had presented posters or sessions at conferences. Most of the exemplars had volunteered on a short-term basis for community programs, and one was a volunteer for a community health clinic. Six of the 12 participants had earned post-professional degrees, and nine participants had earned one or more certificates related to advanced knowledge and skills in their practice areas. Professional behaviors appeared to be influenced by personal values and opportunities in the practice setting, and to a lesser extent by views of professionalism learned in academic setting or through professional organizations. The group exhibited values and traits for learning, advocacy, taking risks to reach goals, care, and commitment. Support for development came from family, mentors, colleagues, managers and colleagues. Tangible support in terms of money for education or paid time off was important for supporting activities, but not essential. Exemplars appeared to have the same pressures as their colleagues--managing work, families, relationships, and finding balance, but professional activities were also a priority. Barriers to participation in professional role behaviors included family obligations and sometimes lack of support from managers and colleagues. The exemplars had little memory of learning about professionalism in entry-level academic programs. Professional organizations were viewed as important for providing education; with only a limited recognition of the obligations professionals have toward professional governance. Several models, including self-directed learning, possible selves, theory of planned behavior, communities of practice, and management/leadership styles were used to help understand and explain the development of professional role behaviors. The most influential model appeared to be self-directed learning, although the others were influential for understanding how professional behaviors might be developed and strengthened. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Sustainability is the promotion of high performance, healthful, energy-efficient, and environmentally stable buildings. Buildings intended for sustainable certification must meet guidelines developed by the Leadership in Energy and Environmental Design (LEED) of the U.S. Green Building Council. The problem is that LEED certification often fails to be sustained because of the difficulties involved in balancing competing demands of funding resources for university operations and maintenance. This research was conducted as a qualitative, holistic single case study using as a unit of analysis how operations and maintenance (O&M) supports or does not support the achievement and continued sustainment of LEED certification of existing buildings, known as LEED-EBOM. Fifteen purposefully selected participants were interviewed and included managers and administrators of supported departments, and administrators involved in approving funding for operations and maintenance. Information was collected utilizing a conversational face-to-face interview process. Patterns were assessed, grouped into categories and then themes, analyzed for similarities and differences, and interpreted for meaning. Member checking with peer professionals was used to confirm accuracy and credibility of findings. Two predominant themes resulted during the analysis: organizational demands and financial demands. These themes were supported by participant interviews, the university documents reviewed, and the literature review. The study concluded there is a gap in the literature concerning the need to add additional O&M funding and staffing to achieve, operate, maintain, and sustain existing buildings as LEED certified buildings. Future research should include an expansion of this study to include more universities. All institutions struggle with the sustainability question. Public institutions have tight financial constraints and are more restricted in their revenue sources, and how they spend it. Private institutions have more flexibility to spend and obtain funds. LEED-EBOM certification at Georgetown has not focused on the additional cost and the need for staff to keep existing buildings certified. The recommendations portray a roadmap for LEED-EBOM to succeed at Georgetown; however, upfront funding is required. As the University facilities and infrastructure age, deferred maintenance grows exponentially, to the point that it will be cost prohibitive to correct, and it may take decades to do so. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This embedded multiple-case study addressed the lack of qualitative research on the contributions of principal leadership behaviors and organizational routines in Montana's distinguished Title I schools. This study was guided by the research question, "How do principal leadership behaviors and organizational routines contribute to the high achievement of Montana's distinguished Title I Schools?" A supporting subquestion for principal leadership behaviors was, "How does relational trust contribute to the high achievement of Montana's distinguished Title I schools?" A supporting subquestion for organizational routines was, "How does collective teacher efficacy contribute to the high achievement of Montana's distinguished Title I schools?" The purpose of this embedded multiple-case study was to describe the role played by principal leadership behaviors and organizational routines in Montana's award-winning Title I schools. Three Montana Title I schools, each of which had been recognized by the Office of Public Instruction as Distinguished Title I Schools for exceptional student achievement, 2006 to 2010, were included in the study. Following Yin's (2009) recommendation, the following data collection methods were utilized: principal and teacher interviews, focus group discussions, observation of building principals, document collection, and administration of quantitative questionnaires on transformational leadership and collective teacher efficacy. Data on principal leadership behaviors was pattern-matched to the theoretical propositions of transformational leadership and relational trust. Data on organizational routines was pattern-matched to the theoretical propositions of professional learning communities and collective teacher efficacy. This study found that principal leadership behaviors of transformational leadership and relational trust had contributed to high student achievement in the schools studied, as had professional learning communities and collective teacher efficacy. The study's cross-case analysis also revealed conclusions, which had not been reported in previous research, in regard to transformational leadership practices, relational trust, and collective teacher efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined an elementary school, located in an urban school district, which was labeled as a Persistently Low-Achieving School (PLAS) by the federal government in 2009 in order to determine how the school planned to change leadership and staff; increase student achievement; and implement new approaches for changes in school climate. The purpose of this study was to investigate the response of this school in the following areas: 1. Professional Practices of Teachers and Administrators: What impact did the PLAS label have on the professional practices of teachers and administrators in this building? 2. Curriculum and Academic Achievement: What impact did the PLAS label have on curriculum development in this school and plans for assessment of academic achievement? 3. Climate and Culture: What impact did the PLAS label have on approaches to student behavior, parent involvement, and cultural competence? This study was a qualitative case study. The method used for this case study involved researcher inquiry of the qualifying grant plan, school leadership, and teachers. The researcher investigated the school's grant application including official plans for changes, transcripts of interviews with the administrators, and transcripts of interviews with teachers in order to research the steps the school is taking to raise student achievement. This study's information was significant because the elementary school researched was the first of two elementary schools in its state to be given the PLAS designation. Schools to be labeled in the future will be searching for models of plans and ideas for implementation that will allow them to make changes in staff, achievement, and climate in order to work towards accelerating their academic performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Attrition is a problem among special education teachers in an urban high school in a southern part of the United States. A high school special education department served as the local setting. The department was unique due to a high teacher attrition rate and high percentage of teachers with less than five years of teaching experience. The purpose of this qualitative case study was to explore the factors that influenced early career special education teachers' decisions to stay and to leave the department. Herzberg's motivation-hygiene theory served as the conceptual framework for the qualitative case study. Three research questions focused on the reasons some special education teachers left their position, the factors influencing special education teachers to remain in their position, and the initiatives used to retain early career special education teachers. Qualitative case study research methods included interviewing two school leaders, two current special education teachers, and four former special education teachers and reviewing the school's documentary data related to retention initiatives. Analytic strategies included thematic and case narrative development of the factors affecting attrition and retention. Multiple factors influenced the decision to stay or leave the special education department, including excessive paperwork (which may be incentive to transfer out of the department to general education) and the presence of a mentoring program (a retention strategy). A major conclusion is that Herzberg's theory is valid for examining factors influencing special education teachers' career retention decision. Continuing with the retention initiative is recommended. Implications for positive social change include creating effective strategies that retain talented teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study was to uncover the ways that women elementary school teachers negotiate their identities within the context of writer's workshop by exploring issues of gender, literacy, and identity. The two central participants were women elementary school teachers who were involved at their Professional Development School with university partnership and were learning how to implement a writer's workshop instructional model. This study considers how the participants' involvement in professional development with a university faculty member shaped their identities as women and professionals. The theoretical framework is based in critical theory and identity theory, in which literacy and identity are deeply connected (Moje & Luke, 2009). Furthermore, this study is situated in the literature exploring teachers' roles and identities historically in order to position them today (Carter, 2002; Hoffman, 2003; Biklen, 1995). The questions this study will explore include: (a) How have the participants' identities been affected by their involvement in the Corey Richardson Writing Collaborative? (b) How does gender mediate their professional identities? This feminist case study used in depth interviews, document analysis, and observations to generate detailed data. Themes that were prominent in the data were gender and teaching, dealing with mandates, issues of expertise, caring, and writing as resistance. The conclusions of this study reveal that the within the context of caring professional development, teachers were able to take up writer's workshop as a means of resisting a system that was often frustrating and oppressive. They negotiated their gendered roles as teachers in complex ways and used literacy as a way to reclaim their own power. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore the merits of three conceptual frameworks that emerged from a synthesis of literature related to globalization, mission, and higher education. The first framework, higher education and mission, included three frames: important, not important, and emergent. The second framework, globalization and higher education, included four frames: accommodation, resistance, combination of accommodation and resistance, and proposed response. The third framework, globalization and mission, was built upon leadership theory; the transcendent leadership model served as the cornerstone of this framework. Specifically the exploration of the three conceptual frameworks was conducted at two private mission-driven higher education institutions located in the Pacific Northwest. In this qualitative multiple-case study, the researcher employed interviews, focus groups, and documents and archival records as three sources of evidence. Faculty, staff, and students were among those interviewed at each higher education institution. Data were transcribed, coded, and triangulated between sources. As related to the purpose of the study, the researcher's aim was to use the three frameworks (higher education and mission, globalization and higher education, and globalization and mission) to explore the nexus of the relationship between globalization, mission, and higher education at the two institutions studied. The research question was: What is the relationship between higher education institutions, their mission statements, and globalization and how does one inform the other? Six additional guiding research questions were included in order to provide specific areas of foci. The results of this initial exploratory study included three interrelated findings. First, it appeared that there was a relationship between globalization, mission, and higher education at each of the two institutions studied. Second, it was found that the three conceptual frameworks, developed to integrate globalization, mission, and higher education at the two institutions studied, had merit. Third, it was found that the methodology for exploring the three conceptual frameworks, to integrate globalization, mission, and higher education, had merit. In the end, the researcher, working from an advocacy/participatory worldview, asserted that higher education institutions should work toward building a strong foundation for transformed education; committed to addressing the needs of an interrelated and interdependent global community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the 1990 apostolic constitution on Catholic higher education entitled "Ex Corde Ecclesiae" (From the Heart of the Church) is to emphasize the dual relationship Catholic institutions have to the academic community as well as the Church. The concepts of Catholicism and university are not to be experienced as polarizing entities but as a unified enterprise fully engaged in faith and reason. Through the Church's pastoral and governing structures, "Ex Corde Ecclesiae" prescribes a relationship or partnership between diocesan bishops and the presidents of the Catholic colleges or universities in their dioceses to ensure and promote Catholic identity and doctrine in these institutions. The partnership is to ensure that the bishop is not "external" to the Catholic university through a relationship characterized by "mutual trust, close and consistent cooperation, and continuing dialogue" ("Ex Corde Ecclesiae," No. 28). This dissertation is a qualitative case study of five partnerships between bishops and presidents that have experienced conflicts and controversies pertaining to issues of Catholic identity at their institutions of Catholic higher education, such as the choosing of guest speakers and/or honorees; student groups and activities; the offering of courses and majors; and reemphasizing the word "Catholic" in a mission statement. Using interviews, institutional documents, and a review of the literature on Catholic higher education, including literature on the mission and partnership, this study explores the nature of the partnership between bishops and presidents, the impact of "Ex Corde Ecclesiae" and its Application (2000) on the five partnerships, and reveals implications of this unique partnership for the Catholic higher education enterprise and its leaders. Research reveals that the partnership between the bishop and the president is most effective when these leaders move beyond a relationship of accountability to a relationship built on mutual respect and trust and open dialogue. This kind of partnership is important for ensuring a relevant and vibrant future for Catholic higher education by finding effective resolutions to the complex challenges confronting Catholic higher education today. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study presents one in-depth case study that investigates the successes, challenges, and processes of developing and enacting arts education programming at the elementary school level given the time limitations and other constraints associated with the high stakes testing environment that currently characterizes many of California's schools. The study explores an arts-based K-8th grade dependent public charter school that is situated within a program improvement school district. The study began with a qualitative inquiry (Phase 1) to identify the arts programming in place at the school site, and then engaged the entire school faculty and administration in a participatory action research process (Phase 2) where the participants collaboratively identified their own challenges and success in the arts education area and took collaborative action to improve those programs. Phase 1 utilized surveys, interviews, observations and district documents and artifacts as the main sources of data. Phase 2 utilized a focus group/inquiry group format for the main sources of data. The research study revealed that the school was providing some measure of arts education in all four of the arts disciplines (music, theatre, dance, visual arts) to their students, despite the high stakes testing environment pressures they faced. How were they doing this? Some of the significant findings included: shared goals and a strong vision for arts education guided and shaped the programs; the faculty was unwilling to compromise on their belief that the arts are essential to the development of an individual; a school culture was maintained that honored each student and faculty member as a creative human being and artist; they had an experienced teaching faculty; they had developed strong partnerships with parents, community members and local businesses; the teaching priority was on language arts and mathematics, however, another priority was arts education which was taught both as a discrete subject and through interdisciplinary methods; on-going school productions and art exhibits contributed to building a sense of community and belonging for both students and faculty. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Understanding the details of how scientific breakthroughs and discoveries emerge from prior work, knowledge, and collaboration is fundamental to science history. Traditional methods of collecting such relevant information and transforming it into rich narratives have existed since the inception of the scientific method. These typically involve qualitative research. Recently, modern computational tools have proved valuable in locating nuanced information regarding science history trends, allowing for fine-grained resolution, and adding a quantitative approach. This study features a quantitatively enhanced qualitative research approach using a combination of traditional and computational methodology to answer driving questions regarding influential ideas in the life sciences featuring three case studies. First, an investigation of how one author's work influenced the entire field of molecular cell biology in the 1980s and 1990s. Using linguistic software, a single publication is linked to influencing language changes within the overall field. Second, an examination of how development of a descriptive language allowed developmental biologists to port peripheral tools from molecular biology to diversify regeneration research areas from the 1980s through to the 2010s. Language analysis demonstrates that evolution of descriptive language combined with the rapid inclusion of molecular terms indicates periods of high organismal diversity from the 1980s to 2010s. Third, an examination of how nuanced but significant shifts in methodological aims of a specific research group bound two formerly distinct but related communities of synthetic biologists from the 2000s through the 2010s. Social networking tools allow location of an influential paper heralding shifts in methodological language that united these formerly distinct topics. All these approaches provide different tools for historical study, and we can imagine them making up a toolbox of options. Determining which tool to use in each case requires selection criteria to find an approach to answer the question. This dissertation draws on different tools for the different cases and explains the selection of those tools. The overall results demonstrate how computational and traditional methods of conducting historical studies can be implemented using my selection criteria tool, drawing from a need-based toolbox of useful methods from both the traditional and computational worlds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this dissertation was to compare and contrast the Leadership Styles of two Heads of Department who work at Carnelian Secondary School (anonymized). It augments a previous paper (Parascandalo 2011) which examined the role of the middle leader in secondary schools in educational literature. The investigation by means of two case-studies aimed to establish similarities and differences in leadership styles and its intention was to discover how different leadership qualities and approaches promote specific aspects of management which can make a department more effective. The research was based on the following questions: 1. What does the literature of educational research and theory tell us about defining leadership styles? 2. What are the similarities and the differences between the leadership styles of the two studied Heads of Department? 3. What are the teachers' and the SMT members' perceptions of the leadership styles of the two studied Heads of Department and how do they react to them? 4. What kind of learning cultures are encouraged by each of the two studied Heads of Department to promote departmental team building? 5. What kind of programme of training for Heads of Department might be put in place to promote successful practices and effective management strategies? Participants included the two HoDs and all willing members of both teams, all the members of the SMT and two student teachers undertaking their practicum with one of the departments. Respondent triangulation was obtained through the perceptions of all the above, while methodological triangulation by means of interviews and observation sessions proved very valuable as ethnographic research to really understand how both teams functioned. Qualitative data was from the sampling of results. All institutions, locations and individuals were anonymized. Results suggest that Monica rarely moves out of the transformational style, has a high level of emotional intelligence and has a family bond with her members. In contrast, Catherine continually moves in and out of the transformational, transactional and the laissez-faire styles and has only a professional relationship with members. The similarities emerge when both leaders operate within the transformational leadership style while the differences emerge when Catherine frequently moves in and out of the three main styles identified for this study. It was concluded that, even though higher marks were obtained in Catherine's subject, the same students fared much better in Monica's subject as her papers demanded intellectual, logical and mental visualization abilities, while Catherine's paper, one size fits all, was mostly based on fill-in, multiple choice and picture interpretation exercises. Recommendations cover training in leadership, the organisation of resource sharing and a Human Resource position to identify and organise training for leaders. It is hoped that this investigation into leadership styles and their effectiveness will be followed by others as research in this area is limited in Maltese schools. The following are appended: (1) The findings and analysis of the perceptions of Thomas and Gary, student teachers in Catherine's department, regarding her leadership style; (2) The observation; (3) The sampling of students' results and outcomes; (4) Schedule of interview questions for HoDs; (5) Schedule of interview questions for teacher in department; (6) Schedule of interview questions for student teacher in department; and (7) Schedule of interview questions for the SMT. [The research work disclosed in this publication is partially-funded by the ESF project 4.100--Developing Core Skills in the Public Service. The sponsorship is partially-financed by the European Union, from the European Social Fund (ESF) under Operational Programme II--Cohesion Policy 2007-2013, "Empowering People for More Jobs and a Better Quality of Life".]

Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in traditional schools. However, researchers had not compared Montessori and traditional teachers' perceptions of teaching elementary mathematics. The purpose of this qualitative case study was to explore the perceptions of traditional and Montessori teachers regarding teaching basic problem solving skills in mathematics. Koehler and Grouws' model provided the theoretical framework. Data collection included semistructured interviews with 6 traditional and 4 Montessori elementary teachers, field notes, and journaling. Data were analyzed using a coding scheme that incorporated the theoretical model's categories. Findings indicated that both groups of teachers reported that concrete (manipulatives) to abstract (pen and paper) learning was an effective approach to teaching basic math concepts and problem-solving skills. Social change will be realized when struggling elementary students in both Montessori and traditional settings begin to meet proficiency levels in mathematics and benefit from instruction that balances concrete and abstract learning skills. As such, students will be able to explore, develop, and become more actively engaged in learning math and problem solving in all elementary grades. The project deliverable, a position paper supporting the principal theme of concrete to abstract learning, may be used to promote effective instructional practices in mathematics, hence, positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study employed both quantitative and qualitative methodology to explore high school students' perceptions about online math homework and paper math homework. The purpose of this study was threefold: to understand how high school students perceive online math homework, to determine what aspects of online math homework aid and/or hinder student learning, and to improve the student learning experience with online math homework. Through quantitative analysis, the researcher noted that although not all students learned best with online math homework, nearly every student used the online tools provided when assigned online math homework. Through qualitative analysis, the researcher noted that the most commonly mentioned aid for both online math homework and paper math homework was showing your work. The two most commonly mentioned hindrances to learning were guessing or cheating with online math homework and losing your homework with paper math homework. Participants stated that they actually have more opportunities to cheat with online math homework than with paper math homework; these results diverge from the literature, which states that online math homework helps to eliminate cheating. The data suggests that while online resources, such as examples, were a commonly mentioned aid to online math homework, many students indicated that the online resources also prevented them from truly having to think, as they could just follow the online examples step by step. This research study determined that the majority of students did not have a strong inherent like or dislike toward either online or paper math homework. Instead, students often stated that they preferred whichever medium allowed them to earn higher grades or receive more support. Therefore, if students continue to receive the necessary support, they can continue to learn mathematical concepts through the use of both online and paper math homework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Access to the Internet and technology skills are essential to the success of college students. Electronic textbooks are replacing paper textbooks. Laptops are replacing pens, pencils, and paper. Electronic forms found on school websites are replacing long registration lines. Hyperlinks are replacing handouts, and face-to-face interaction with instructors is disappearing. While technological innovations are often considered progress, they do not come without challenges to those who rely on assistive technology for their participation in educational, work, and social activities. Rather than fostering inclusion, these challenges hold the potential to increase exclusion of certain groups of individuals including the visually impaired population. The purpose of this qualitative dissertation research was to investigate the unique personal experiences of visually impaired college students. Using a multiple case-study research design, this study illuminates some of the challenges four blind or visually impaired college students faced with the increased focus on technology in their respective post-secondary educational settings. Participants were asked to recall and share their personal successes, challenges, and failures as they traversed through the technological world of higher education. Two primary research questions guided this study: (1) How are the experiences with digital college classrooms perceived by visually impaired college students? (2) What obstacles do these college students face in accessing, completing, and submitting required assignments and how do they respond to those obstacles? Using constant comparative analysis of the data through the data collection and review process, several recurring themes were identified. The recurring themes that emerged from the interviews include the need for strong support systems for visually impaired students, professional development training for university staff on the unique and diverse needs of visually impaired students, and self-motivation and self-advocacy skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Six doctoral students evaluated an educational leadership program they were in by participating in a focus group simulation. The students were all enrolled in or auditing a qualitative research course at Northern Arizona University's Center for Excellence in Education (NAU/CEE). Prior to the simulation participants were given instructions on the process of the group. Participants were to discuss the program's strengths, weaknesses, and make recommendations for improvement in admissions, program of studies, and the dissertation. The same three categories were also measured in a survey completed by all six respondents. The session met for about 1 hour and the students encoded the data from written transcripts. Recommendation results for doctoral program improvement addressed introduction to the program/admission process, class content, and preparation for dissertation/program support. Specifc recommendations included the following: improvement of the formal outreach component of the introduction and admissions process; clear itemized policies; informal portfolio review prior to the admissions process; improvement in the sequence of classes; greater flexibility of summer class offerings; limiting a faculty member's number of advisees; and clarifying the roles of college offices. Sample matrixes uses in the evaluation process are attached. (JB)

The purpose of this qualitative dissertation was to explore the lived experiences of departmentalized elementary teachers, Grades 1-3, and how they addressed their students' affective needs. The main research question of the study was how do elementary school teachers perceive departmentalized instruction and describe their experiences of this structure's impact on their students' affective needs. Data from interviews were initially open coded into 47 categories. Nonnotable responses appearing in less than 75% of the transcripts were eliminated. The remaining open-coded responses were then grouped into 5 axially coded themes. This dissertation employed a qualitative interview and data gathering process. Phenomenology was used as the research design. This mode of inquiry allowed me to capture the lived experiences of teachers' perceptions related to addressing their students' affective needs. All subjects reported positive experiences and successes in this endeavor. Recommendations include piloting departmentalization prior to implementation, consideration of teacher personality and teaching style prior to pairing teachers, and investigating the impact of departmentalization on various types of learners. Appended to the paper are: (1) Confirmation of Participation E-mail; (2) Interview Guide and Protocol; (3) Invitation to Participate E-mail; (4) Selection Confirmation; and (5) Adult Consent Form.

This paper is a research dissertation based on a qualitative case study conducted on Teachers' Experiences within a Data-Driven Decision Making (DDDM) process. The study site was a Title I elementary school in a large school district in Central Florida. Background information is given in relation to the need for research that was conducted on the issue of DDDM in increasing student achievement in Reading. The methodology of the research, along with literature review, is presented to define the parameters of the study. The paper contains five chapters in which existing research on topics similar to the current study is discussed. Additionally, the steps taken in exploring teachers' experiences are outlined and explained in connection to the Data-Driven Decision Making Framework. The framework is presented as the theory that guided the proposed study. As the paper progresses, it delves more into the methods that were used to collect and analyze data using qualitative research guidelines. Finally, the findings and recommendations are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Electronic medical record (EMR) use has improved significantly in health care organizations. However, many barriers and factors influence the success of EMR implementation and adoption. The purpose of the descriptive qualitative single-case study was to explore health care professionals' perceptions of the use of EMRs at a hospital division of a major medical center. The study findings highlighted the challenges in transitioning from paper records to EMR despite the many benefits and potential improvement in health care. A description of the 16 health care professionals' perceptions of EMR use emerged by adopting the unified theory of acceptance and use of technology (UTAUT) model and NVivo 10 computer software to aid with the analysis of semi-structured, recorded, and transcribed interviews. Themes emerging from the analysis were in five categories: (a) Experience of health care professionals with a subtheme of workflow, (b) Challenges in transition from paper to EMR, (c) Barriers to EMR acceptance, with a subtheme of privacy, confidentiality, and security, (d) Leadership support, and (d) Success of EMR. The findings of the case study may inform health care industry decision makers of additional social and behavioral factors needed for successful EMR strategic planning, implementation, and maintenance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This paper depicts the results from a qualitative research study focused on finding out the effect of interaction through social media on the development of second language learners' written production from a private school in Medellín, Antioquia, Colombia. The study was framed within concepts such as "social interaction," "digital literacy," "content communities," and creation of identities in the online world, among others. Data was collected through a survey, an open-ended questionnaire, an interview to students, a teacher's journal, and assessment of students' artifacts. The analysis of the data was done through a Constant Comparison and categorization; results showed an increment in the development of learners' written production, as well as the disposition to socially interact in the written form. Appendices include: Questionnaire; Survey Questions; Evaluating the Activity Based on the Activities Done; and Screenshots.

This research study is dedicated to the importance of the arts, and the importance of being taught the subject of art from a licensed art educator. Bringing in a personal perspective of being an art teacher, the researcher shows his dedication to showing how the arts impacts lives on a daily basis. The overriding question of this study is, "What is the perceived value of weekly participation by fifth grade students in art classes taught by a licensed art educator?" Along with this question comes the idea of how the area of art impacts achievement in other areas of school at the elementary level. The researcher goes on to explain the rationale and the framework for the study, while detailing the research questions that will be asked to fifth grade students for his research. The research design and methodology of this paper explains that it is qualitative in nature. To conclude the paper, the researcher acknowledges the impact that being taught art has on the daily lives of each and every student that is involved in learning about the arts and taking part in creating the arts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The implementation of electronic health records (EHR) by health care organizations has been limited. Despite the broad consensus on the potential benefits of EHRs, health care organizations have been slow to adopt the technology. The purpose of this qualitative phenomenological study was to explore licensed practical and registered nurses' perceptions of the EHR in an ambulatory care setting. The central research question for this study was the following: What perceptions do licensed practical and registered nurses have regarding the implementation of an EHR? The sub-questions were: Sub-question 1: What are the nurses' perspectives of factors that encourage the adoption of an EHR? and Sub-question 2: What are the nurses' perspectives of the barriers that may hinder the adoption of an EHR? The pilot study included three participants, and the research study included 16 participants; the pilot participants were not included in the final study. Purposive sampling was used to ensure that selected participants shared the same characteristics. The data collected from the 16 transcribed interviews were analyzed using Moustakas' modification of van Kaam's method of analyzing phenomenological data. The following seven key themes emerged: 1) Advantages of transitioning from a paper medical record to an electronic health record; 2) Disadvantages of transitioning from a paper medical record to an electronic health record; 3) Communication; 4) Impact of the EHR on the quality and quantity of nurses' work; 5) Skills needed for successful implementation of an EHR; 6) EHR adoption factors; and 7) EHR hindrance factors. The findings of this study supported the adoption of an EHR in an ambulatory care setting in an academic hospital and provided important insights into EHR implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Multigenre writing is defined as a collection of pieces written in a variety of genres but centered on one topic. It is distinctively different from traditional research writing in that the writer has autonomy to select a topic of interest, determine which genres will best express the information and make decisions throughout the writing process. This study is a systematic investigation of what happens when students in a high school creative writing class engage in an eight week multigenre project. Through the window of a writing workshop classroom, the research constructs were viewed in relation to the following questions: In what ways does a multigenre project help students find and activate their voice? In what ways is self-efficacy and motivation evident throughout the multigenre project? How does multigenre writing support learning and understanding of genre? This study is qualitative, descriptive, practitioner research using a theoretical framework of social constructivism, and it is written from an emic perspective of teacher/researcher. The research setting was a naturally assembled, pre-existing high school class in a small, private, college preparatory school. All participants were 17 or 18 years old and came from moderate to middle income homes. A triangulation of data was analyzed to describe this case of multigenre writing. Data collection included: students' project folders, audio taping, video-taping, field notes, cataloging of tapes, pre- and post-writing surveys, progress questionnaires, students' final multigenre papers, grading rubrics for each paper and students' presentations of their topics. Multigenre writing made it possible to see the students as writers, their struggles and ability levels. Evidence will show how this unique style of writing facilitated activation of student voice through freedom of choice, mediated learning and interaction with others. Self-efficacy was apparent not only in the specific verbal responses that students gave but also in the ways they acted and reacted throughout the project. Multigenre writing also fostered a growth in motivation because it provided students with a sense of involvement and interest with real world relevancy. Finally, it involved the practical application of genres accompanied by daily decision-making while writing which contributed to students understanding and growth as writers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

It is no surprise that there is a shortage of women engineers. The reasons for the shortage have been researched and discussed in myriad papers, and suggestions for improvement continue to evolve. However, there are few studies that have specifically identified the positive aspects that attract women to engineering and keep them actively engaged in the field. This paper examines how women engineers view their education, their work, and their motivation to remain in the field. A qualitative research design was used to understand the motivation and adaptability factors women use to support their decision to major in engineering and stay in the engineering profession. Women engineers were interviewed using broad questions about motivation and adaptability. Interviews were transcribed and coded, looking for common threads of factors that suggest not only why women engineers persist in the field, but also how they thrive. Findings focus on the experiences, insights, and meaning of women interviewed. A grounded theory approach was used to describe the success factors found in practicing women engineers. The study found categories of attraction to the field, learning environment, motivation and adaptability. Sub-categories of motivation are intrinsic motivational factors such as the desire to make a difference, as well as extrinsic factors such as having an income that allows the kind of lifestyle that supports the family. Women engineers are comfortable with and enjoy working with male peers and when barriers arise, women learn to adapt in the male dominated field. Adaptability was indicated in areas of gender, culture, and communication. Women found strength in the ability to "read" their clients, and provide insight to their teams. Sufficient knowledge from the field advances theory and offers strategies to programs for administrators and faculty of schools of engineering as well as engineering firms, who have interest in recruitment, and retention of female students. Future research includes expanding the research to other areas of the United States, and improving engineering education pedagogy with more active and experiential learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Recent reforms in science education require teachers to improve their notions of scientific inquiry and design effective inquiry-based lessons. This is a challenging task particularly for preservice teachers (PTs) who may not have experienced inquiry learning themselves, and who do not possess a large repertoire of teaching strategies or knowledge of student thinking in the domain. PTs' ability to apply knowledge in the planning and designing of inquiry-based lessons requires careful scaffolding in a science teacher preservice program. My study addressed some of these challenges. Specifically, I examined the ways that PTs' knowledge of model-based science inquiry and their ability to use this knowledge in designing lessons developed over time. My study involved the 2006 cohort of 15 PTs enrolled in four subject-specific methods courses in consecutive semesters as part of a two-year biological science certification program. I employed qualitative procedures (coding, constant comparative method to identify themes, and quantifying qualitative analyses of these themes) to analyze teaching philosophy papers, clinical interviews, lesson plans, and final reflection papers collected from the methods courses. My research findings provided evidence to support positive changes in PTs' knowledge of Model-Based Inquiry (MBI) and its implementation in lesson designs. PTs were able to design lessons with (a) objectives that incorporated "big ideas" in science, (b) performance-oriented goals, (c) driving questions to elicit students' pre-conceptions, and (d) multiple forms of assessment to monitor student progress. Moreover, I found several shifts in PTs' knowledge of MBI and its enactment in lessons: (a) from teacher-centered and activity-oriented to more student-centered lessons with modeling, and (b) from "scripted" to more sophisticated modeling practice. These findings pointed to growth in the PTs' use of models and practice of modeling, and consideration of students' prior knowledge and skills. On the other hand, PTs struggled to provide suitable evidence for their students to use as part of investigations and failed to incorporate argumentation as part of the science practices in their lessons. My dissertation study has the potential to contribute to teacher education research by uncovering the effects of subject-specific methods courses and fieldwork on the growth of teacher knowledge of model-based science inquiry and inquiry-based instruction, lesson-planning practices, and knowledge of students' conceptions and skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The electronic medical record (EMR) is an information technology tool supporting the examination, treatment, and care of a patient. The EMR allows physicians to view a patient's record showing current medications, a history of visits from health care providers with notes from those visits, a problem list, a functional status assessment, a schedule of preventive services, contact information for family caregivers, guidelines for proper care, and clinical decision support. A qualitative Husserlian, descriptive phenomenology research design was chosen to understand how urban Alabama physicians experience using the EMR after having used the paper chart. The participants were chosen through purposive sampling and ten physicians from one urban hospital in Alabama that had implemented the EMR were recruited for the study. Semi-structured, open-ended interview questions served as the method of data collection. Central themes were identified that expressed the overall essence of the participants' experiences with the EMR such as: (1) physicians' perception of how the EMR is beneficial in the workplace, (2) features of the EMR perceived to help with workflow, (3) physician's perceptions that the EMR does not change quality of care, and (3) the EMR is perceived to have issues in terms of output and functionality. Common themes also emerged from the participants' experiences with the EMR after having used the paper chart. Implications for practice were discussed. Recommendations for future research were presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the current study was to determine the efficiency of an electronic data collection method compared to a traditional paper-based method in the educational field, in terms of the accuracy of data collected and the time required to do it. In addition, data were collected to assess users' preference and system usability. The study included a sample of 20 preschool special educators from the Mailman Segal Center's Baudhuin Preschool and Autism Institute located in Davie County, Florida, who conduct daily data collection and analysis. The study used both quantitative and qualitative methods to determine answers to five research questions. These were, (1) to what extent is electronic data collection faster than traditional paper-based data collection, (2) to what extent does electronic data collection aid special education teachers and paraprofessionals to collect more accurate data than traditional paper-based data collection, (3) to what extent is the use of electronic data collection result in significant time savings relative to traditional paper-based data collection during data graphing, (4) to what extent do specialists prefer either data collection method and for what reasons, and (5) to what extent do specialists rate the usability of the handheld device used for electronic data collection. Results suggested that both formats are comparable in terms of data collection time F(1, 18) = 3.53, p = 0.077 and accuracy, F(1, 18) = 0.928, p = 0.348 but that electronic data graphing is faster (M = 40.4, SD = 2.17) than paper-based graphing (M = 80.4, SD = 52.61). A higher percentage of participants (60%) preferred the electronic-based data collection method due to its graphing capability and better organization of data. The electronic data collection system used in this study was found to be more usable than 86.8% of all products tested using the System Usability Scale (SUS) and, therefore, could be considered a "C" or at an "acceptable" level or "good" relative to the other 200+ systems tested using the SUS by Bangor, Kortum, and Miller (2009). The electronic-based data collection system could also be considered an "A-" based on Sauro and Lewis' (2012) scale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is comprised of two manuscripts resulting from a single study, which examines a) the types of graphics that appear, and in what frequencies, in children's informational texts, and b) the defining features of different graphics. Graphics are ubiquitous in children's informational texts and a lot is known about the impact of graphics on comprehension and learning. In spite of this, very little is known about what types of graphics appear in these texts. Through a content analysis, this study involved analyzing and codifying the graphics in 8 textbooks, 142 leveled readers, and 126 trade books that were in science or social studies domains and appropriate for use in 2nd and 3rd grade. Each graphic (12,238) was coded for specific type and function in the text (decorational, representational, organizational, interpretational, transformational, or extensional). Major findings included identification of 59 graphic types, which collapsed into 8 meta-type categories: diagrams, flow diagrams, graphs, timelines, maps, tables, and images, and simple photographs. Images and simple photographs accounted for nearly 90% of graphics, 30% of graphics represent written text, and 60% of graphics contain information not found in written text. Some statistically significant differences occurred across book types and between domains. These findings have implications for instruction and further research on visual literacy, and the details of graphic types contribute to a working typology of graphics found in informational texts. The first manuscript focuses on the research questions regarding what graphics, and in what numbers, appear in children's informational texts and the differences between types of text and domain. This manuscript, which is intended for publication in a research journal, includes a detailed argument regarding the importance of the study with regard to extant literature and the methods used. The paper contains descriptions of the graphic types and functions, as well as quantitative results, but the focus is on statistical findings. The second manuscript is intended for publication in a practitioner journal. It summarizes the methods of the study and provides a brief survey of the quantitative data. In this paper, the focus is on the qualitative descriptions of the graphic types, categories, and functions, including visual examples. These descriptions can potentially contribute to a working graphic typology. This paper also addresses the implications of the data with regard to instruction, which includes a look at some of the challenges graphics may pose to students. The findings from this study have implications for instruction as well as future research on instruction. These findings may also be of interest to authors, illustrators, and publishers, who choose the graphics that appear in texts. This data is confined to graphics and texts; many questions remain about learning from, and teaching with, graphics. There is also a need for research on graphics in informational texts at different grade levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Given the call for change in medical school curriculum towards a more humanistic approach, it remains clear that there is an urgent need to study the effects of personal development classes on medical students' skill level. Using participants from an ethical influence communications class, this study explored the impact of the use of reflection on personal awareness and professional competence skills in second and third year medical students. A total of 230 reflection papers from 46 medical students were analyzed using CAQDAS--computer assisted qualitative data analysis software--with Atlas ti 6.2. Personal interviews (n = 11) followed for clarification and verification of results. Analysis showed that reflection papers proved to be an effective way to measure changes in self-development levels as well as some of the dimensions of professional competence skills required for graduating medical students. Students reported an appreciation and a strong desire for increased classes on personal awareness as well as insight into the results on communication skills of a medical curriculum based on a strictly medical model. The reflection papers allowed some students to "have a voice" in a system, they felt, where they were not heard. Many students reported an increased awareness of viewing the patient as individuals, vs. the "uniform patient," as a result of learning about themselves. Several students suggested a need for advanced communication classes to develop the skill level they felt they needed to deal with public expectations. Interestingly, all graduating students interviewed, who applied the content of the class to the final assignment of writing an application to a residency program, were admitted into their first program of choice. Findings from this study may provide suggestions on incorporating personal and self-development classes into a medical school curriculum. Using a case study approach, this qualitative exploratory study offers an example for future researchers on insights into the use of reflection and assessing learning in medical students, how medical students perceive their educational experience, and the benefits of incorporating personal awareness experiences for the individual student. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this three-paper manuscript dissertation is to add value to the limited knowledge base of research surrounding the quality of teacher-child interactions in pre-k mathematics contexts. The first paper, based on an extensive review of literature, presents a theoretical basis for using five-frames to support children's development of Gelman and Gallistel's (1978) "how-to-count" principles (one-to-one-correspondence, stable-order, and cardinality) and also describes ways that five-frames can be leveraged to expose children to basic operations situated in the context of direct modeling activities. This manuscript concludes by discussing the developmental and instructional implications of using five-frames in pre-k mathematics contexts. Manuscript two presents results of an in-depth study of the quality of teacher-child interactions in pre-k (as measured by the Classroom Assessment Scoring System--CLASS, and the Classroom Observation of Early Mathematics-Environment and Teaching--COEMET) across five teachers facilitating mathematics activities from the "MyTeachingPartner Math-Science (MTP-MS)" curriculum. This paper presents descriptive statistics for both CLASS and COEMET independently (considering quality across contextual factors such as group setting, mathematical domain, and activity type) and also investigates correlational data between the measures. Results suggest that the two measures are highly correlated and that the qualities of teacher-child interactions are not statistically different across contextual factors. The final manuscript explores interactions focusing on pre-k students' acquisition of two-digit place value understanding across four "MyTeachingPartner Math" activities involving color-coded ten-frame representations. In this qualitative analysis, we give particular focus to the challenges faced by students as well as consider the specific instructional strategies employed by two high quality mathematics teachers to scaffold basic place value understanding. Results of this study suggest pre-k students' understanding of "leftovers" (i.e., ones place) emerges before the tens place and that many face challenges with the concept of unitizing. Results also indicate high quality pre-k teachers typically use leading questions to leverage multiple representations to effectively scaffold students' emerging understanding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this shortcoming is to increase vocabulary to improve reading comprehension. The problem was that students placed into developmental courses are often discouraged learners with low motivation and eschew the practice requisite for vocabulary learning. Many educators are interested in re-creating the compelling environment found in games to parlay the power of digital games to required curriculum learning in order to engage their students. However, despite the preponderance of recent literature advocating digital games for classroom learning, especially the use of complex endogenous games, there is limited empirical evidence for using digital games to achieve defined learning outcomes. Further, no recent studies have examined digital games use with developmental populations. The study designed, developed, implemented, and evaluated the blending of computer-based games with traditional classroom instruction to provide the repetition and active processing required for students to acquire new vocabulary. The goal was to develop a blended learning design to integrate instructional design and blending design practices to support and improve learning for vocabulary acquisition of developmental readers. A mixed-method (quantitative and qualitative) approach was employed and instructional events for vocabulary lessons were designed and developed using the framework of established models. Pretests and posttest measured achievement in vocabulary gains using three methods of practice: paper-based worksheet, text-based digital game, and video-style digital game. Survey instruments were used to determine students' enjoyment of and motivation using different treatments. Results confirmed that students found digital games a motivating instructional method; however, no advantage in improving achievement was found using text-based or video-style games over the traditional paper-based worksheets method. A description of the analysis, design, development, implementation, and evaluation of digital games blended with traditional classroom instruction is provided to assist those interested in pursuing digital game-based learning with post-secondary developmental populations. Recommendations are also provided for future research and educational game development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]