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You searched for +publisher:"University of New Orleans" +contributor:("Dr. John Barnitz"). Showing records 1 – 2 of 2 total matches.

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University of New Orleans

1. Pratt, Daniel E. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.

Degree: PhD, Curriculum and Instruction, 2017, University of New Orleans

This dissertation will examine the efficacy of peer-led team learning (PLTL) in a humanities and social sciences program, at a midsize Texas university. It will be conducted exclusively within the College of Humanities and Social Sciences (CHSS), and the academic subjects to be evaluated include English, history, and philosophy. Its primary function is to disclose whether or not PLTL facilitates in student participants improvement in critical thinking skill acquisition and deeper process content knowledge. Of primary interest in this qualitative, narrative case study is deducing how breakout sessions – supplementary meetings led by student participants, in the absence of instructors, designed to enhance classroom instruction – aid in concept synthesis and retention. Of equal importance is evaluating how the implementation of a PLTL instructional framework cultivates in its participants the acuity necessary to demonstrate that positive learning outcomes are occurring, or have the potential to occur; thereafter, collected data, in the form of participant and instructor narratives derived from questionnaires, interviews, researcher observations, writing samples, and essay-based examinations will support or refute whether improvement in critical thinking skill acquisition and deeper process content knowledge is evident in student participants. Keywords: Peer-led Team Learning (PLTL), Critical Thinking Skill Acquisition, Deeper Process Content Knowledge, Positive Learning Outcomes, Humanities and Social Sciences, Qualitative, Narrative, Case Study Advisors/Committee Members: Dr. Richard Speaker, Dr. John Barnitz, Dr. Paul Bole.

Subjects/Keywords: Peer-led team learning; critical thinking; deeper process content knowledge; humanities and social sciences; Pratt; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Higher Education

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

APA (6th Edition):

Pratt, D. E. (2017). A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2429

Chicago Manual of Style (16th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Doctoral Dissertation, University of New Orleans. Accessed August 07, 2020. https://scholarworks.uno.edu/td/2429.

MLA Handbook (7th Edition):

Pratt, Daniel E. “A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program.” 2017. Web. 07 Aug 2020.

Vancouver:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Internet] [Doctoral dissertation]. University of New Orleans; 2017. [cited 2020 Aug 07]. Available from: https://scholarworks.uno.edu/td/2429.

Council of Science Editors:

Pratt DE. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. [Doctoral Dissertation]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2429


University of New Orleans

2. Pelafigue, Ashleigh L. The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

The Center of Graduate Schools (2015) published a report detailing applications, enrollment, and trends in graduate schools across the nation showing that approximately one third of all first-time graduate school applicants in master’s degree programs utilizing the GRE assessment identify their career path in either business or teacher education. The purpose of this study was to examine the lived experiences of classroom teachers who concurrently pursued graduate studies to earn a master’s degree in education and to understand how adult learning provided opportunities for personal growth and the attainment of professional goals. Individual interviews and two focus groups were conducted to uncover the essence of experiences across participant stories. Seven themes emerged from the data: 1) Teacher-scholars’ reasons for returning to higher education varied based on their personal and professional needs, 2) The teacher-scholar experience elicits a vast array of emotions, challenges, and successes, 3) Teacher-scholars were self-driven to start their programs however intrinsic and extrinsic motivation provided encouragement for continued desire for success, 4) Teacher-scholars’ support systems were integral to their success in their master’s programs, 5) Teacher-scholars were reflective about their teaching and learning and used reflection as a tool to improve their professional capabilities, 6) Teacher-scholars used concrete learning experiences to bring their learning into their classrooms and professional lives, and 7) Teacher-scholars’ educational journeys provided opportunities for here-and-now learning as well as increased marketability for a future in the field of education. Additionally, a revision to David Kolb’s Experiential Learning Cycle (2015) was presented. Participant data highlighted collaboration as a necessary component to teacher-scholar success yet it was not addressed in Kolb’s original model. Results from this study can be used to inform teacher education programs as well as teacher-scholars on the expectations, experiences, and perceptions of teachers who concurrently pursued higher education. Advisors/Committee Members: Dr. Patricia Austin, Dr. John Barnitz, Dr. April Bedford.

Subjects/Keywords: experiential learning; andragogy; teachers; higher education; motivation; support; reflection; collaboration; phenomenological; Adult and Continuing Education; Adult and Continuing Education and Teaching; Curriculum and Instruction; Online and Distance Education; Scholarship of Teaching and Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pelafigue, A. L. (2018). The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2483

Chicago Manual of Style (16th Edition):

Pelafigue, Ashleigh L. “The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”.” 2018. Doctoral Dissertation, University of New Orleans. Accessed August 07, 2020. https://scholarworks.uno.edu/td/2483.

MLA Handbook (7th Edition):

Pelafigue, Ashleigh L. “The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”.” 2018. Web. 07 Aug 2020.

Vancouver:

Pelafigue AL. The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Aug 07]. Available from: https://scholarworks.uno.edu/td/2483.

Council of Science Editors:

Pelafigue AL. The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2483

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