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You searched for +publisher:"Ashland University" +contributor:("Walters, Howard"). Showing records 1 – 3 of 3 total matches.

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1. Lucas, Paul Mark. Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology.

Degree: EdD, College of Education, 2009, Ashland University

This study utilized a mixed-method design in order to investigate the alignment of secondary science teachers' instructional methodologies and their homework designs. Surveys were distributed to educators from a Center for Ocean Sciences Excellence Education (COSEE) database. Coding rubrics were developed to categorize the participants' responses to a series of open-ended questions. Chi-square tests were utilized in the determination of the degree of association between the participants' instructional methodologies and their homework designs. Overall, no statistically significant association was discovered between the two variables. Likewise, a statistically significant association for alignment, based on various demographic characteristics of the participants, was also unable to be determined. Advisors/Committee Members: Wilson, Harold (Committee Chair), Walters, Howard (Committee Co-Chair).

Subjects/Keywords: Education; Educational Theory; Science Education; Secondary Education; Teacher Education; homework; homework design; science instruction; science homework; instructional alignment; instructional methodologies; homework methods

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APA (6th Edition):

Lucas, P. M. (2009). Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408

Chicago Manual of Style (16th Edition):

Lucas, Paul Mark. “Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology.” 2009. Doctoral Dissertation, Ashland University. Accessed February 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408.

MLA Handbook (7th Edition):

Lucas, Paul Mark. “Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology.” 2009. Web. 21 Feb 2019.

Vancouver:

Lucas PM. Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology. [Internet] [Doctoral dissertation]. Ashland University; 2009. [cited 2019 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408.

Council of Science Editors:

Lucas PM. Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology. [Doctoral Dissertation]. Ashland University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408

2. Ingalls, Victoria A. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.

Degree: EdD, College of Education, 2008, Ashland University

The purpose of this study was to better understand the mathematics placement process currently used at Tiffin University as well as to compare the respective accuracy and success rates of four different placement methods historically utilized by the college. Interviews with the mathematics department chair brought forth the expert judgment in making decisions based on multiple measures. Quantitatively, the math subscore of the American College Test, Course Placement System data, online placement testing, and expert teacher judgments of 1508 students were analyzed statistically. In short, although the accuracy rates of the methods varied within three course levels, the accuracy rate of the expert teacher was most often higher than the other methods. There was no pattern to the success rates. Advisors/Committee Members: Walters, Howard (Committee Co-Chair), Shelly, Ann (Committee Co-Chair).

Subjects/Keywords: Education; Mathematics; Mathematics Education; mathematics placement

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APA (6th Edition):

Ingalls, V. A. (2008). A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887

Chicago Manual of Style (16th Edition):

Ingalls, Victoria A. “A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.” 2008. Doctoral Dissertation, Ashland University. Accessed February 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887.

MLA Handbook (7th Edition):

Ingalls, Victoria A. “A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses.” 2008. Web. 21 Feb 2019.

Vancouver:

Ingalls VA. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2019 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887.

Council of Science Editors:

Ingalls VA. A Mixed Methods Comparison Study of Placement Strategies for College Mathematics Courses. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1227036887

3. Clifford, R. Todd. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.

Degree: EdD, College of Education, 2008, Ashland University

This study looked to see if there was a difference in perceptions between teachers who have had value added training and teachers who have not received such training regarding teacher compensation factors. Also, do teachers who have had value added training and teachers who have not received value added training report differences in what should be included in a teacher's salary schedule? Additionally, do teachers who have and have not received value added assessment training report different concerns with respect to the use of value added assessment? Qualitative and quantitative data were gathered through a survey instrument in pursuit of these questions. Five themes emerged from the teachers' concerns about value added assessment and teacher compensation. Those five themes were what the student brings to the classroom, trust in the system, not an accurate assessment of student achievement, factors a teacher can't control that affect achievement scores, and accountability for parents and students. Advisors/Committee Members: Wilson, Harold E. (Committee Co-Chair), Walters, Howard (Committee Co-Chair).

Subjects/Keywords: Education; teacher compensation; merit pay; professional development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Clifford, R. T. (2008). Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815

Chicago Manual of Style (16th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Doctoral Dissertation, Ashland University. Accessed February 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

MLA Handbook (7th Edition):

Clifford, R Todd. “Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not.” 2008. Web. 21 Feb 2019.

Vancouver:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Internet] [Doctoral dissertation]. Ashland University; 2008. [cited 2019 Feb 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815.

Council of Science Editors:

Clifford RT. Differing Teacher Views on Compensation between Teachers Who Have Had Value Added Training and Those Who Have Not. [Doctoral Dissertation]. Ashland University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1240758815

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