+publisher:"Kennesaw State University" +contributor:("Dr. Alice Terry")

Kennesaw State University

1. Gagnon, Daniel A. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.

Degree: Doctor of Education in Instructional Technology (EdD), Education, 2014, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

► The purpose of this study was to use a case study design to examine the impact of a blended learning instructional model on students… (more)

Subjects/Keywords: blended learning; flipped classroom; instructional time; blended learning framework; student experience; Education; Instructional Media Design

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APA (6^th Edition):

Gagnon, D. A. (2014). Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Web. 07 Dec 2019.

Vancouver:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kennesaw State University

2. Kraeger, Karen A. Perspectives on Equity in Gifted Education.

Degree: Doctor of Education in Early Childhood Education (EdD), Education, 2015, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/675

► Increasing pressures of accountability in education and calls for equity make gifted education a controversial topic. While much has been written about certain aspects… (more)

Subjects/Keywords: gifted education; best practices; equity; access; service delivery; participation; benefit; identification; underrepresented populations; talent development; Education; Gifted Education

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

APA (6^th Edition):

Kraeger, K. A. (2015). Perspectives on Equity in Gifted Education. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/675

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kraeger, Karen A. “Perspectives on Equity in Gifted Education.” 2015. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/675.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kraeger, Karen A. “Perspectives on Equity in Gifted Education.” 2015. Web. 07 Dec 2019.

Vancouver:

Kraeger KA. Perspectives on Equity in Gifted Education. [Internet] [Thesis]. Kennesaw State University; 2015. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/675.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kraeger KA. Perspectives on Equity in Gifted Education. [Thesis]. Kennesaw State University; 2015. Available from: https://digitalcommons.kennesaw.edu/etd/675

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kennesaw State University

3. Bradford, John William. A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2012, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/510

► New debates have been increasing about how technology is rewiring the infrastructure of the brain, especially among today’s teenagers who have grown up with… (more)

Subjects/Keywords: education; reading; technology; distractions; study habits; Education

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

APA (6^th Edition):

Bradford, J. W. (2012). A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/510

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bradford, John William. “A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading.” 2012. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/510.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bradford, John William. “A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading.” 2012. Web. 07 Dec 2019.

Vancouver:

Bradford JW. A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/510.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bradford JW. A Case Study Examining the Reading and Study Habits of Gifted Readers in the Context of Deep Reading. [Thesis]. Kennesaw State University; 2012. Available from: https://digitalcommons.kennesaw.edu/etd/510

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kennesaw State University

4. Armstrong-Grodzicki, Colette. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/594

► Project-based learning (PBL) is defined by Markham, Larner and Ravitz (2003) as “a systematic teaching method that engages students in learning knowledge and skills… (more)

Subjects/Keywords: project-based learning; secondary English language arts; standardized test; achievement; College Board advanced placement; Educational Assessment, Evaluation, and Research

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

APA (6^th Edition):

Armstrong-Grodzicki, C. (2013). Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/594

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Armstrong-Grodzicki, Colette. “Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.” 2013. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/594.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Armstrong-Grodzicki, Colette. “Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.” 2013. Web. 07 Dec 2019.

Vancouver:

Armstrong-Grodzicki C. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/594.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Armstrong-Grodzicki C. Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/594

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kennesaw State University

5. Stockton, James Clinton. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2010, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/408

► Secondary mathematics educators advocating constructivist-oriented instruction face the dilemma of developing students’ problem-solving skills. Students’ epistemological beliefs and self-regulated learning (SRL) processing capacity influence… (more)

▼ Secondary mathematics educators advocating constructivist-oriented instruction face the dilemma of developing students’ problem-solving skills. Students’ epistemological beliefs and self-regulated learning (SRL) processing capacity influence mathematical problem-solving prowess. This multiple-case study explored the relationships between epistemological beliefs and SRL processing while advanced mathematics students engaged in problem-solving tasks and investigated students’ SRL strategy use, heuristic strategy use, and problem-solving performance. Data sources included think-aloud and interview transcriptions, student work, and classroom observation protocols. Validity and reliability were enhanced via member-checking interviews, triangulation, peer review, and completion of a case study database. Five major findings emerged from the data: (1) participants’ unique/arbitrary beliefs regarding problem solutions, procedural/conceptual beliefs in problem solving, and empirical/rational beliefs in problem solving were related to various facets of SRL processing; (2) differences in SRL strategy use were noted dependent upon cognitive load of problem-solving tasks; (3) heuristic strategy use was related to participants’ mathematical problem-solving beliefs; (4) problem-solving performance was related to participants’ mathematical problem-solving beliefs; (5) discrepancies were noted between espoused beliefs and manifested beliefs among participants with non-availing beliefs. Recommendations for practicing mathematics educators include the assessment and development of students’ mathematical epistemological beliefs and SRL processing capacity, differentiation of cognitive load for tasks based on assessments of students’ cognitive capacity, and professional development training for teachers. Further research is needed which involves students of various achievement levels and extends methodologies to grounded theory or structural equation modeling. Additionally, a request is made for more research from classroom teachers. Advisors/Committee Members: Dr. Mary Garner, Dr. Wendy Sanchez, Dr. Alice Terry.

Subjects/Keywords: epistemological beliefs; gifted students; mathematics education; mathematical problem solving; self-regulated learning; Education; Educational Assessment, Evaluation, and Research; Gifted Education; Science and Mathematics Education; Secondary Education and Teaching

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

APA (6^th Edition):

Stockton, J. C. (2010). A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/408

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stockton, James Clinton. “A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.” 2010. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/408.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stockton, James Clinton. “A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.” 2010. Web. 07 Dec 2019.

Vancouver:

Stockton JC. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. [Internet] [Thesis]. Kennesaw State University; 2010. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/408.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stockton JC. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. [Thesis]. Kennesaw State University; 2010. Available from: https://digitalcommons.kennesaw.edu/etd/408

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Gammill, Rebecca Leigh. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/578

► How do mathematics teachers in high performing schools perceive professional learning? Although mathematics teachers often find themselves in a variety of professional learning opportunities… (more)

▼ How do mathematics teachers in high performing schools perceive professional learning? Although mathematics teachers often find themselves in a variety of professional learning opportunities offered by their schools or school systems, research has narrowly focused on mathematics teachers’ behaviors, feedback, or professional learning outcomes within specific contexts. The present study explored mathematics teachers’ beliefs and attitudes toward professional learning through a multi-site case study. The researcher selected seven mathematics teachers from two high performing high school settings and captured their perspectives of professional learning through photographs that were later discussed during Photo Elicitation Interviews. The researcher also elicited participants’ reflections of professional learning though Professional Learning Journals and postings on a Professional Learning Discussion Board. Participants’ attitudes towards professional learning and positions of intellectual development were explored for common themes throughout the study. The researcher presented Professional Learning Profiles for each participant that detailed the participant’s unique views of the following: (a) perspectives of teaching and learning mathematics, (b) career goals and professional learning goals, (c) processes by which they learn to teach mathematics, and (d) positive and negative professional learning experiences. Commonalities among the participants’ learning processes were connected to a Professional Learning Sequence, and themes of relevance, professional learning contexts, participants’ valuation of time, and professional learning resources were also discussed. The findings suggest that teachers’ interactions with others throughout the professional learning process are influenced by their intellectual development stage and their philosophies of teaching mathematics. Additionally, professional learning structures that frame how, when, and where mathematics teachers learn substantially contributed to how teachers collaborated with one another. Further implications for research and practice are also discussed. Advisors/Committee Members: Dr. Wendy Sanchez, Dr. Alice Terry, Dr. Angela Blaver.

Subjects/Keywords: professional learning; beliefs; secondary mathematics; high performing schools; Professional Learning Profile; Professional Learning Sequence; Teacher Education and Professional Development

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

APA (6^th Edition):

Gammill, R. L. (2013). Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Thesis, Kennesaw State University. Accessed December 07, 2019. https://digitalcommons.kennesaw.edu/etd/578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gammill, Rebecca Leigh. “Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools.” 2013. Web. 07 Dec 2019.

Vancouver:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Dec 07]. Available from: https://digitalcommons.kennesaw.edu/etd/578.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gammill RL. Perspectives on Professional Learning: A Study of the Beliefs and Attitudes of Mathematics Teachers in High Performing Schools. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/578

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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