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1.
Gregory, Christopher Ryan.
A Cross-National Study of Civic Knowledge Test Scores.
Degree: PhD, Educational Research and Evaluation, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/56974 
► The purpose of this study is to examine the relationship among student civic knowledge scores and several different variables each at the student, classroom/school, and…
(more)
▼ The purpose of this study is to examine the relationship among student civic knowledge scores and several different variables each at the student, classroom/school, and national levels using the IEA CIVED study international data set collected in 1999 from 27 countries. The student level predictors included two elements of socioeconomic status (a student's parental education, their home literacy level measured by the number of books at home), student's perception of an open classroom climate, student aspiration of obtaining higher education, and other variables that were identified as relevant to the dependent variable in the literature. The classroom/school level predictors included teacher's degree in civics, in-service training, teaching confidence, and school safety in addition to the compositional variable created as the classroom/school averages by aggregating the student level variables. Then I investigated whether instructional methods focusing on the student activities the teacher employed in the classroom and an open classroom climate were associated after accounting for the above student and school level background variables. National level variables such as GNP, GINI index, democratic system, public education expenditure, and etc. as well as compositional variables obtained by aggregating the classroom/school variables were also added to the model to investigate if they were associated with students' civic knowledge scores and whether they could explain between nations variability. The study used a three-level hierarchical linear model to analyze the data, with number of students, N=56,579, number of classrooms/schools, J=3443, and number of countries, K=27. Some of the key findings was that there were significant variations of civics knowledge among nations, and significant variations of civic knowledge scores between school and within nations, no statistically significant association between teacher's practice and civics knowledge scores, however the student perception of an open classroom climate was significant at all 3 levels. These findings were interpreted in terms of policies and practices that could be implemented to improve students' civic knowledge.
Advisors/Committee Members: Miyazaki, Yasuo (committeechair), Singh, Kusum (committee member), Skaggs, Gary E. (committee member), Hicks, David (committee member).
Subjects/Keywords: Civic Knowledge; Multi-Level Analysis; Student Perceptions
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APA (6th Edition):
Gregory, C. R. (2015). A Cross-National Study of Civic Knowledge Test Scores. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/56974
Chicago Manual of Style (16th Edition):
Gregory, Christopher Ryan. “A Cross-National Study of Civic Knowledge Test Scores.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/56974.
MLA Handbook (7th Edition):
Gregory, Christopher Ryan. “A Cross-National Study of Civic Knowledge Test Scores.” 2015. Web. 14 Apr 2021.
Vancouver:
Gregory CR. A Cross-National Study of Civic Knowledge Test Scores. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/56974.
Council of Science Editors:
Gregory CR. A Cross-National Study of Civic Knowledge Test Scores. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/56974
Virginia Tech
2.
Wesdock, Ryan Joseph.
The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992.
Degree: MA, History, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/90370
► Marion Goldwasser was a high school teacher in Carroll County, Virginia in 1992. That year, she taught a book called The Floatplane Notebooks in her…
(more)
▼ Marion Goldwasser was a high school teacher in Carroll County,
Virginia in 1992. That year, she taught a book called The Floatplane Notebooks in her classroom. A parent and a local preacher objected to her use of the book because they did not like its sexual references. They demanded that the book never be used again and that the school board fire Goldwasser. The teacher, the preacher, the school board, and the community debated what to do for four months. Finally, Superintendent Oliver McBride ended the controversy by compromising and allowing the book to be used for advanced senior classes but not junior classes. This controversy matters because it tells us something about censorship controversies in general. They have been going on for a long time and are likely to continue. People disagree about when the government should get involved. They disagree about why we have public schools. They disagree on who should make decisions for the classroom and how the media talks about censorship. Historians need to understand this. When they do, they can help the public become more informed on the issue of censorship.
Advisors/Committee Members: Wallenstein, Peter R. (committeechair), Thorp, Daniel B. (committee member), Hicks, David (committee member).
Subjects/Keywords: Censorship Studies; Education; The Floatplane Notebooks; Intellectual History; Carroll County
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APA (6th Edition):
Wesdock, R. J. (2019). The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90370
Chicago Manual of Style (16th Edition):
Wesdock, Ryan Joseph. “The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992.” 2019. Masters Thesis, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/90370.
MLA Handbook (7th Edition):
Wesdock, Ryan Joseph. “The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992.” 2019. Web. 14 Apr 2021.
Vancouver:
Wesdock RJ. The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/90370.
Council of Science Editors:
Wesdock RJ. The Floatplane Controversy: Proscription, Procedure, and Protection in Carroll County, Virginia, 1992. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90370
Virginia Tech
3.
Ailstock, Mason Blevins.
Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935.
Degree: MA, History, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/81995
► Soldiers and civilians alike sought to make sense of the war following the silencing of the guns with the signing of the armistice in 1918.…
(more)
▼ Soldiers and civilians alike sought to make sense of the war following the silencing of the guns with the signing of the armistice in 1918. One of the foremost veteran groups leading this effort was the American Legion, founded in 1919. This World War I veteran organization would provide an outlet for Great War veterans to share camaraderie, interact with their local communities, and ultimately pay homage to their fallen brothers in arms. In line with the national organization's agenda and programs, the American Legion Kings Mountain Post No. 24 in Johnson City, TN executed two very different versions of WWI memorialization, one built in 1922 and another in 1935. These two memorials served the community in vastly different ways throughout the 1900s. The first was a commemorative marker and the second was a community centerpiece.
In this paper, I argue that the differences between two World War I memorials in Johnson City are demonstrative of how the community progressively oriented its identity and infrastructures around Great War veterans following the conflict. Johnson City's physical and memorial landscapes changed as the city sought to reconcile the war and its survivors. Each memorial served veterans and the larger community in ways that aligned with both the veterans' needs and larger social contexts of Johnson City at the times of their creations. Ultimately, the memorials were intended to serve very different purposes within the community.
Both veterans and nonveterans in the community responded more favorably to the 1935 Johnson City WWI memorial initially, and then continued to utilize it much more frequently throughout the twentieth century. It was a memorial that was intended to be interacted with regularly. The second memorial's central role in the community was cemented by how the memorial's placement and style differed from its predecessor. The second memorial was more accessible to the public, partnered with a more prominent municipal facility, had an expanded scope, and utilized nationalistic iconography. These key differences are a result of the community's increased dedication to Great War veterans by 1935. As care for World War I veterans became a central component of the city, so did memorializing the conflict.
Advisors/Committee Members: Halpin, Dennis (committeechair), Winling, LaDale C. (committee member), Hicks, David (committee member).
Subjects/Keywords: Johnson City; Memorialization; Commemoration; World War I; American Legion; Doughboy
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APA (6th Edition):
Ailstock, M. B. (2018). Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81995
Chicago Manual of Style (16th Edition):
Ailstock, Mason Blevins. “Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935.” 2018. Masters Thesis, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/81995.
MLA Handbook (7th Edition):
Ailstock, Mason Blevins. “Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935.” 2018. Web. 14 Apr 2021.
Vancouver:
Ailstock MB. Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/81995.
Council of Science Editors:
Ailstock MB. Making Their Mark: World War I Memorial and Commemoration Formation by Veterans in Johnson City, TN, 1922-1935. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/81995
Virginia Tech
4.
Farber, Michelle Ann.
Octavia.
Degree: MFA, Creative Technologies, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/89056
► Octavia is a 3D animated story based on experiences of Army divers in the waters of Southeast Asia. I built a strong core set of…
(more)
▼ Octavia is a 3D animated story based on experiences of Army divers in the waters of Southeast Asia. I built a strong core set of skills in end-to-end 3D animation throughout my time in the graduate program, and I wanted to incorporate them into a real story for this thesis. The myriad of stories I grew up with inspired the development of this 3D animation due to their uniqueness and their nature as a verbal history.
This thesis is based on two objectives: technical excellence in the process of 3D animation, and sharing a previously verbal history to a larger audience. I achieved these goals using a variety of technical animation tools including ZBrush, Maya, Arnold, and Premier. Octavia itself is a modified story from my father's time diving in South Korea. The story details the interactions between an exceptionally curious octopus, Octavia, and a diver, taken from Octavia's perspective. The animation was well received during my defense for its technical difficulty and unique art styles. Octavia will be available online on my website.
Advisors/Committee Members: Tucker, Thomas J. (committeechair), Hicks, David (committee member), Nguyen, Phat Hung (committee member).
Subjects/Keywords: Animation; 3D Art; ZBrush; Maya; Arnold; Octopus; Diving
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APA (6th Edition):
Farber, M. A. (2019). Octavia. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89056
Chicago Manual of Style (16th Edition):
Farber, Michelle Ann. “Octavia.” 2019. Masters Thesis, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/89056.
MLA Handbook (7th Edition):
Farber, Michelle Ann. “Octavia.” 2019. Web. 14 Apr 2021.
Vancouver:
Farber MA. Octavia. [Internet] [Masters thesis]. Virginia Tech; 2019. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/89056.
Council of Science Editors:
Farber MA. Octavia. [Masters Thesis]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89056
5.
Miller, Brian Wade.
"I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment.
Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/86211
► Over the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational…
(more)
▼ Over the last several decades, the field of education has the seen the introduction and normalization of high-stakes standardized testing as part of the educational routine. With this introduction, questions concerning how these standardized tests have altered the educational landscape for teachers remain. “Teaching to the test” has become a household phrase, one that can have both positive and negative undertones. In an attempt to better understand how teachers determine what is important enough to teach, this study investigates the planning and implementation processes of a veteran teacher. More specifically, this study sought to investigate the various influences over a teachers’ curricular and instructional decision-making by building on previous research. Within a high-stakes testing environment, is it as simple as “teaching to the test?” Through interviews, surveys, classroom observations, and collecting documents, I was able to capture the planning and implementation routines of a veteran teacher. Through these methods, it was discovered that the multitude of influences were much more fluid and intertwined than first thought. This study sheds light on the web of influences teachers have to operate in on a daily basis.
Advisors/Committee Members: Hicks, David (committeechair), Garrison, James W. (committee member), Van Hover, Stephanie (committee member), Doolittle, Peter E. (committee member).
Subjects/Keywords: historical significance; gatekeeping; high-stakes testing; first-order knowledge; second-order knowledge
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APA (6th Edition):
Miller, B. W. (2018). "I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86211
Chicago Manual of Style (16th Edition):
Miller, Brian Wade. “"I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/86211.
MLA Handbook (7th Edition):
Miller, Brian Wade. “"I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment.” 2018. Web. 14 Apr 2021.
Vancouver:
Miller BW. "I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/86211.
Council of Science Editors:
Miller BW. "I no longer teach history, I teach S.O.Ls:" Navigating the curricular and instructional minefield of a high-stakes educational environment. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86211
Virginia Tech
6.
Wigginton, Erin O'Donnell.
The Choices and Uses of Technological Tools in High School Government Classes.
Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/29493
► The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As…
(more)
▼ The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As a case study of two teachers, this work was oriented by the question: How are U.S. Government teachers' beliefs and perspectives about learning and teaching reflected in their pedagogical practice and use of technological tools.
There is little work about how teachers prepare students for the 21st century. Teaching U.S. Government or about the U.S. government has been ignored in much of the research of social studies classes. Additionally, most studies that examine the use of technological tools in the social studies classroom have either investigated the use of non-digital tools specifically or the use of digital tools specifically. Few studies combine how social studies teachers use both non-digital and digital tools in their instruction. My goal was to shift the gaze and include the swirl of influences shaping U.S. Government teachers' decision-making process as when both types of technological tools are used with their classes.
This study has its antecedents in my desire to examine Technological Pedagogical Content Knowledge, TPCK. TPCK is a theoretical framework that posits that technological knowledge, pedagogical knowledge, and content knowledge are the key elements to understand teachersâ instructional choices. The findings in this study indicate that while TPCK can offer teachers a framework to help begin to understand knowledge bases one could consider when planning class instruction, it falls short of providing the complete picture necessary to describe teacher decisions.
Advisors/Committee Members: Hicks, David (committeechair), Doolittle, Peter E. (committee member), Williams, Thomas O. Jr. (committee member), Feinberg, Joseph R. (committee member).
Subjects/Keywords: Technological Pedagogical Content Knowledge; social studies education; high school; government; technology
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APA (6th Edition):
Wigginton, E. O. (2011). The Choices and Uses of Technological Tools in High School Government Classes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29493
Chicago Manual of Style (16th Edition):
Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/29493.
MLA Handbook (7th Edition):
Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Web. 14 Apr 2021.
Vancouver:
Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/29493.
Council of Science Editors:
Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29493
Virginia Tech
7.
Dannenberg, David Randall.
Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.
Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/51794
► By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the…
(more)
▼ By their very nature, physical classrooms limit the external resources that are readily available to teachers and students. However, many educators desire to expand the student's learning environment to include outside resources (Partnership for 21st Century Skills, 2009; NCSS, 2010; U.S. Dept. of Education, 2004). Much of this desire is due to the influence of constructivism; however, many teachers are without the knowledge and resources to implement a Constructivist Learning Environment (CLE) (Diem, 1999; Mason et al., 2000; Swan and Hofer, 2008). Therefore, how to create a suitable community-driven learning environment that allows classroom teachers to utilize resources outside their immediate location is a problem faced by many of today's educators.
Past research has identified five key attributes any CLE must incorporate: embedded within realistic and authentic environments, allow for communication and collaboration among and between students, teachers and mentors, allow for multiple perspectives and views to be seen and shared, promote a student's self-awareness and self-reflection, and allow the learner to be autonomous (Jonassen, 1994; Driscoll, 2005). When considering this list against technological affordances, the one technology that appears capable of fulfilling these requirements is virtual worlds (Kemp and Haycock, 2008). Designed as a developmental research study, this research validates the use of virtual worlds as a development tool when building a CLE within the K-12 environment.
Advisors/Committee Members: Lockee, Barbara B. (committeechair), Burton, John Knox (committee member), Hicks, David (committee member), Brill, Jennifer Mary (committee member).
Subjects/Keywords: virtual worlds; CLE; constructivist learning environments; education; instructional design; design and development research
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APA (6th Edition):
Dannenberg, D. R. (2014). Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51794
Chicago Manual of Style (16th Edition):
Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/51794.
MLA Handbook (7th Edition):
Dannenberg, David Randall. “Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework.” 2014. Web. 14 Apr 2021.
Vancouver:
Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/51794.
Council of Science Editors:
Dannenberg DR. Development and Evaluation of Virtual World Instruction Based on a Constructivist Learning Environment Design Framework. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/51794
Virginia Tech
8.
McCloud, Jonathan David.
More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.
Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/77875
► This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and…
(more)
▼ This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and development of peer observation in the United States and synthesizes the body available peer observation scholarship. Five fundamental elements of peer observation (design, community, control, training, reflection) are put forth as a nexus at which meaningful and formative peer observation can be undertaken. A selection of empirically based methods for conducting peer observation is also presented. The second manuscript is a mixed-methods descriptive study of the five fundamentals of peer observation. Three academic departments at a large land-grant university were identified, via questionnaire, as having programs of peer observation that aligned with attributes of the five fundamentals. These academic departments participated in individual case studies designed to bring-about a description of the five fundamentals as they were and were not manifest in authentic university/college contexts.
Advisors/Committee Members: Doolittle, Peter E. (committeechair), McConnell, Kathryne D. (committee member), Hicks, David (committee member), Parkes, Kelly A. (committee member).
Subjects/Keywords: peer observation; peer review; classroom observation; observation of teaching; faculty development
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APA (6th Edition):
McCloud, J. D. (2015). More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77875
Chicago Manual of Style (16th Edition):
McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/77875.
MLA Handbook (7th Edition):
McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Web. 14 Apr 2021.
Vancouver:
McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/77875.
Council of Science Editors:
McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/77875
Virginia Tech
9.
Lisanti, Melissa Wall.
Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers.
Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/52940
► With the proliferation of standards and accountability systems in education, questions about how they function and intersect with broader patterns of institutional relations await investigation.…
(more)
▼ With the proliferation of standards and accountability systems in education, questions about how they function and intersect with broader patterns of institutional relations await investigation. The existing literature in social studies education is replete with studies that frame teachers' expertise for managing how instruction unfolds in the classroom and how sophisticated domains of knowledge contribute to the ways that teachers manage the complexities of their work. While valuable for better understanding what makes teachers effective, this dispositional and cognitive framing makes it difficult to capture the myriad negotiations at play when teachers plan instruction. Further, relations of power are often rendered invisible.
To uncover the negotiations and interactions that shape the work of teaching and learning requires research questions and method that bring the institution into view. There are two broad questions guiding this investigation. How are instructional design and planning activities coordinated, organized, regulated, and/or standardized by broader extralocal relations of power that function beyond the daily experiences of teachers? How do discourses and activities in the institution replicate, constitute, and/or challenge those institutional relations? My study drew on tools from institutional ethnography and was embedded in everyday experiences of teachers. Four teachers partnered with me, allowing me to observe their work as they planned their lessons. However, the interactional framing of the study required a shift in gaze away from teachers and to the production of instruction. Through teachers' conversations, activities, and materials, I mapped instructional units and analyzed them for predictable patterns and threads of interaction that crossed contexts and reflected institutional relations that shaped their work. Textual analyses related to curriculum documents at the state level were paired with the everyday experiences of teachers to illuminate points of intersection and how they were discursively constituted during planning. Rather than isolate these intersections as a study of the impact of standards on teaching, I positioned them in a complex landscape of negotiation that connected the work of teaching and learning beyond the classroom walls. An intriguing glimpse into the production of the institution and the relations of power that contextualized the lived experiences of teachers was revealed.
Advisors/Committee Members: Hicks, David (committeechair), Bondy, Jennifer M. (committee member), Van Hover, Stephanie (committee member), Doolittle, Peter E. (committee member).
Subjects/Keywords: institutional ethnography; instruction; standards; planning; teaching
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APA ·
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APA (6th Edition):
Lisanti, M. W. (2015). Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52940
Chicago Manual of Style (16th Edition):
Lisanti, Melissa Wall. “Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/52940.
MLA Handbook (7th Edition):
Lisanti, Melissa Wall. “Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers.” 2015. Web. 14 Apr 2021.
Vancouver:
Lisanti MW. Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/52940.
Council of Science Editors:
Lisanti MW. Interaction, Power, and The Institution: Uncovering the Negotiations that Organize the  Planning Work of Social Studies Teachers. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/52940
Virginia Tech
10.
Dredger, Mary Kathleen.
A Savory Stew: Text Differentiation in a Middle School Immigration Unit.
Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech
URL: http://hdl.handle.net/10919/28588
► The goal of this case study of a mindful literacy teacher in a middle school social studies class was to describe the nature of one…
(more)
▼ The goal of this case study of a mindful literacy teacher in a middle school social studies class was to describe the nature of one teacher's differentiated text choices in one seven week unit. The participant was nominated by an administrator, a district supervisor, a university professor, and the researcher based on characteristics of mindful literacy instruction. Classroom observations and teacher interviews described four differentiated text events: an historical fiction novel unit; primary source oral histories; expository non-fiction articles; and picture books, magazines, and an anthology set. Interview transcripts were coded using constant comparative analysis and revealed the teacher's belief in stories, student choice, her resistance to standardized testing, and her own teaching confidence and activist spirit. The discussion addresses the teacher's effectiveness in the areas of collaboration with students, the assignment of varied and plentiful texts, the expectation of high achievement for herself and students; and her effective management of the differentiated texts in the classroom. The researcher also concluded that this teacher did not have the expertise to diagnose or remediate basic reading deficits but her disposition in seeing herself as a reading teacher, challenging mandated curricula, and working to offer appropriate choices for all of her students supported her decision to offer differentiated text choices.
Advisors/Committee Members: Hicks, David (committee member), Moorefield-Lang, Heather (committee member), Kelly, Patricia Proudfoot (committeecochair), Kajder, Sara B. (committeecochair).
Subjects/Keywords: Lexiles; English Education; Middle School; Social Studies Education; text complexity; secondary education; text-reader matching; content area literacy; differentiated texts; case study; adolescent literacy
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APA (6th Edition):
Dredger, M. K. (2011). A Savory Stew: Text Differentiation in a Middle School Immigration Unit. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28588
Chicago Manual of Style (16th Edition):
Dredger, Mary Kathleen. “A Savory Stew: Text Differentiation in a Middle School Immigration Unit.” 2011. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/28588.
MLA Handbook (7th Edition):
Dredger, Mary Kathleen. “A Savory Stew: Text Differentiation in a Middle School Immigration Unit.” 2011. Web. 14 Apr 2021.
Vancouver:
Dredger MK. A Savory Stew: Text Differentiation in a Middle School Immigration Unit. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/28588.
Council of Science Editors:
Dredger MK. A Savory Stew: Text Differentiation in a Middle School Immigration Unit. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/28588
Virginia Tech
11.
Pennington, Lisa Kelly.
Examining Holocaust education museum-initiated professional development: Â The perspective of museum educators during planning and implementation.
Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech
URL: http://hdl.handle.net/10919/81309
► Museums today frequently consider education as one of their priorities. As such, museum administrators will provide resources, field trips, or professional development opportunities to support…
(more)
▼ Museums today frequently consider education as one of their priorities. As such, museum administrators will provide resources, field trips, or professional development opportunities to support teachers and schools. In an era of high-stakes testing, museums, like schools, are also influenced by standards that may dictate what information is taught and when. Therefore, to remain relevant and useful to school systems, museums have altered their educational practices to align with standards. Some museums choose to provide professional development workshops for educators that focus on a topic included within those standards. The Holocaust, a topic that is mandated by over 30 states, is an example of one such topic—albeit one that might also be difficult or controversial to teach. A regional Holocaust Museum that has chosen to provide a weeklong professional development opportunity for educators on teaching the Holocaust serves as an example of a museum providing support to local school divisions. However, the literature indicates that museums and teachers, while both working toward the goal of educating students, often have little communication with each other. While multiple studies have examined how teacher participants react to professional development workshops, far less attention has been paid to those that plan such opportunities. The multi-tiered issue of interest, then, is that little is known about how museum educators plan a Holocaust-related professional development opportunity, what role they play in workshop implementation, and what they consider to be crucial when preparing teachers to cover the topic
This qualitative inquiry focused on understanding how museum educators planned and presented a weeklong Holocaust education workshop for teachers. The research question was developed to determine how museum staff members understand the Holocaust and Holocaust education, and how that understanding influenced their role when implementing the workshop. Data collection methods included observation and semi-structured interviews. Analysis methods utilized in this study included first and second cycle coding methods, as well as episode profiles for each participant.
The key finding from this investigation suggests that museum educators' understanding of the Holocaust and Holocaust education greatly shaped their planning processes, as well as the role they fulfilled in workshop implementation. Though museum staff members agreed that the Holocaust is difficult knowledge, they each approached the topic and how it should be taught in a different manner. The implications of this study, its limitations, and suggestions for future research are detailed herein.
Advisors/Committee Members: Hicks, David (committeechair), Garrison, James W. (committee member), Bondy, Jennifer M. (committee member), Lee, John Kelly (committee member).
Subjects/Keywords: museum education; professional development; Holocaust education
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APA (6th Edition):
Pennington, L. K. (2016). Examining Holocaust education museum-initiated professional development: Â The perspective of museum educators during planning and implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81309
Chicago Manual of Style (16th Edition):
Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development: Â The perspective of museum educators during planning and implementation.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/81309.
MLA Handbook (7th Edition):
Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development: Â The perspective of museum educators during planning and implementation.” 2016. Web. 14 Apr 2021.
Vancouver:
Pennington LK. Examining Holocaust education museum-initiated professional development: Â The perspective of museum educators during planning and implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/81309.
Council of Science Editors:
Pennington LK. Examining Holocaust education museum-initiated professional development: Â The perspective of museum educators during planning and implementation. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81309
Virginia Tech
12.
Mullins Jr, Ricky Dale.
Dewey, Disability, and Democratic Education.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/89091
► When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had…
(more)
▼ When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest
Virginia. Coal, no longer king, had driven the economy for years. With its decline, my community barely managed to survive. My advisor at the time, honest and plain-spoken, told me that unless I obtained a license in special education, I would most likely not obtain a teaching job. Unlike many other areas of the country, in my hometown unless you could do other things like coach or drive a bus, a license to teach social studies was of little value. There was not much money and a new hire had to be willing to do many different jobs to prove his or her worth. Luckily, I had gotten my Commercial Driver License (CDLs) through a training program offered by the county school board, and I was consequently able to obtain a position, although not as a social studies teacher. I started my career in education as a special educator and substitute school bus driver. In this position I worked in an alternative education setting and taught vocational skills to secondary students with significant disabilities (in the institutional meaning of the word). From the start of my career, I aspired to become an administrator, so I enrolled in and completed a degree in Administration and Supervision. As I was working on that degree, I moved to the general education high school level, where I held a position teaching social studies and special education in an inclusive setting. Shortly thereafter, I obtained a job as an assistant principal. The part I enjoyed most about this position was working with and thinking about how to help teachers become better at their craft. At this point is when I decided to pursue a PhD in social studies education, so I could develop my interest into a body of research and eventually a career. Two years into my PhD program I was still grappling with who I was as a scholar. As I familiarized myself with social studies scholarship, I discovered that in my first position as an alternative education special educator, I was essentially preparing my students for the responsibilities of citizenship, which is the mission of the field of social studies (NCSS, 2013). Nevertheless, it was not until I started reading the work of John Dewey that I truly realized the complexity of what I experienced when I taught in the alternative education setting. That position allowed me to examine an element that I otherwise, would not have had the privilege to see; the complexity and intellect required for physical labor (Rose, 2004) and the inter-workings of true, vibrant, Deweyan democracy. Dewey’s work sparked a new interest in me and I started developing a deep-seated curiosity about how his theoretical underpinnings related to disability and democratic education. My interest in disability then caused me to ask other questions about social studies in relation to special education, which made me reflect on my prior experiences as a social studies educator. Although I had a license in special education, there…
Advisors/Committee Members: Williams, Thomas O. (committeechair), Hicks, David (committeechair), Garrison, James W. (committee member), Lee, John Kelly (committee member).
Subjects/Keywords: citizenship; democratic education; disability; digital technologies
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APA (6th Edition):
Mullins Jr, R. D. (2019). Dewey, Disability, and Democratic Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89091
Chicago Manual of Style (16th Edition):
Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/89091.
MLA Handbook (7th Edition):
Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Web. 14 Apr 2021.
Vancouver:
Mullins Jr RD. Dewey, Disability, and Democratic Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/89091.
Council of Science Editors:
Mullins Jr RD. Dewey, Disability, and Democratic Education. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89091
Virginia Tech
13.
Minarik, Darren William.
Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.
Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech
URL: http://hdl.handle.net/10919/86382
► The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs…
(more)
▼ The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs of students with disabilities. However, scholarly work within social studies is limited regarding effective teaching practices for students with exceptional learning needs. Moreover, the research that does exist rarely aligns with the NCSS position statement addressing powerful teaching and learning as meaningful, integrative, value-based, challenging, and authentic. This study examines how one teacher educator with a background in both social studies and special education facilitates understanding about disability, special education, and the instructional needs of exceptional learners in an introductory special education course for pre-service secondary social studies teachers. Using data collected through course evaluations, assignment artifacts, weekly blog journal entries, colleague observations of class sessions, and student interviews, the author uses Professional Working Theory to analyze how practice (What I do), theory (How I understand), and ethics (Why I do) impacts course design and delivery. The author raises questions beyond improving personal practice by challenging others to consider how their teacher preparation programs address special education and disability for social studies pre-service teachers, suggesting that an accumulation of knowledge through similarly themed studies provides an opportunity for a beneficial comparison of practices. The author discusses recommendations to improve research intersecting special education and social studies education.
Advisors/Committee Members: Janosik, Steven M. (committeechair), Hicks, David (committee member), Williams, Thomas O. (committee member), Geller, Carol H. (committee member), Doolittle, Peter E. (committee member).
Subjects/Keywords: Professional Working Theory; Secondary Education; Social Studies Education; Special Education; Teacher Education
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APA (6th Edition):
Minarik, D. W. (2017). Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86382
Chicago Manual of Style (16th Edition):
Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/86382.
MLA Handbook (7th Edition):
Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Web. 14 Apr 2021.
Vancouver:
Minarik DW. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/86382.
Council of Science Editors:
Minarik DW. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86382
Virginia Tech
14.
Nichols-Cocke, Cathy Marie.
Controversial Issues in United States History Classrooms: Teachers' Perspectives.
Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/47795
► The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial…
(more)
▼ The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial issues consisted of multiple points of view, were socially constructed, and had the potential to challenge belief systems. The audience and their perception of a topic determined the degree of controversy. The questions explored were what factors did secondary level United States History teachers identify as influential in creating controversy in their classrooms and how did they introduce what they considered controversial issues into their standards-based, high-stakes testing classrooms? To answer these questions, twelve secondary level teachers who taught 6th, 7th, or 11th grade United States History participated in this study. Information was garnered through interviews of individuals and focus groups. Some participants provided resources used in their lessons and scenarios of their teaching experiences. My principle findings were:
• Place played a role in teachers' willingness to incorporate controversial issues into their classrooms. This was due to students' preconceived notions developed by their geographical location and family.
• The experiences of teachers and students influenced discussion of controversial issues. This included how long the teacher had taught the content or past experiences with parents and administrators. Students' experiences were derived from their family and community, which influenced incorporation of controversial issues.
• Teachers were influenced by the standards they were required to teach. Though some saw these as a restriction in teaching, others used them as a springboard to what they perceived as deeper, meaningful teaching.
Advisors/Committee Members: Hicks, David (committeechair), Van Hover, Stephanie (committee member), Williams, Thomas O. (committee member), Doolittle, Peter E. (committee member).
Subjects/Keywords: controversial issues; secondary level; standards-based; high-stakes testing
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APA (6th Edition):
Nichols-Cocke, C. M. (2014). Controversial Issues in United States History Classrooms: Teachers' Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47795
Chicago Manual of Style (16th Edition):
Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/47795.
MLA Handbook (7th Edition):
Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Web. 14 Apr 2021.
Vancouver:
Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/47795.
Council of Science Editors:
Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47795
Virginia Tech
15.
Rossi, Louis Alfonso III.
Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.
Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/83868
► In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the…
(more)
▼ In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the United States Government resulting in public school system reform. As STEM education begins to become integrated across disciplines and special areas of public schools, and the population of inclusive classrooms containing Students with Disabilities continues to rise, a very important question must be fully investigated and answered. We must ask: Do first year Secondary STEM Education and Special Education teachers have the instructional preparedness to effectively teach all populations of students within their classrooms? And do STEM education and Special Education teachers have the appropriate content credentials to effectively support the diverse needs of students and curriculum in an inclusive STEM education class?
This dissertation consists of two research studies that examine Special Education and STEM Education teachers preparedness (coursework and professional development) and content credentials to educate Students with Disabilities within an inclusive STEM Education classroom. This study will be utilizing a secondary analysis of the 2011- 2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets to conduct national analysis of how Special Education and STEM Education teachers degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate in an inclusive STEM education classroom.
The first study focuses on well-known approaches for the instruction of STEM Education and Special Education. This study will utilize differentiated instruction, behavior management, and data to drive instruction as best classroom approaches to instruction to determine their identifiable differences in instructional preparedness among first year STEM educators and first year Special Education teachers.
The second study utilizes the 2011-2012 SASS TQ datasets to analyze Special Educators credentials to teach STEM compared to STEM educators credentials to teach Special Education. This study will analyze and compare credentials and backgrounds of STEM educators and Special Educators in search of indicators for preparedness for Inclusive STEM education.
Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Baum Walker, Liesl M. (committee member), Hicks, David (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: Special education; STEM education; School and Staffing Survey Teacher Questionnaire; Inclusive STEM education; Teacher preparedness
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APA (6th Edition):
Rossi, L. A. I. (2018). Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83868
Chicago Manual of Style (16th Edition):
Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/83868.
MLA Handbook (7th Edition):
Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 14 Apr 2021.
Vancouver:
Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/83868.
Council of Science Editors:
Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83868
16.
Johnson, Aaron Paul.
How is Citizenship Represented in Theory and Research in Social Education (TRSE)? Â A Content and Discourse Analysis.
Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech
URL: http://hdl.handle.net/10919/71644
► Theory and Research in Social Education (TRSE) is arguably considered the flagship journal of research in social studies education. TRSE has been published on an…
(more)
▼ Theory and Research in Social Education (TRSE) is arguably considered the flagship journal of research in social studies education. TRSE has been published on an uninterrupted basis for more than 40 years, dating back to its first publication in October of 1973. Given the longevity of TRSE and its status within the social studies field, the journal has given considerable attention to the cause of citizenship and citizenship education, a cause the social studies field agreeably prides as its governing rationale and source of academic responsibility. According to its mission statement, TRSE serves to "foster the creation and exchange of ideas and research findings that will expand knowledge and understanding of the purpose, conditions, and effects of schooling and education about society and social relations"(NCSS, 2012, para. 1). As such, this dissertation study examines the creation and exchange of ideas concerning citizenship within TRSE over a 40-year period (1973-2013).
Utilizing a multiple methods approach (both content and discourse analysis) this study identifies nine citizenship discourse categories emergent from the TRSE anthology that are situated within four Perspectives (Practical, Critical, Connected, and Technical) that locate each discourse category within a larger contextual frame. Additionally, the discursive formations that ultimately bind each discourse category across time are identified along with intertextual chains, interdiscursive attempts, and fields most commonly visited within each discourse category. This study sheds light on a systemic shift concerning the citizenship discourse within TRSE, one that, over time, is increasingly informed by a critical epistemological assumption or stance with regards to what may be considered the status quo of American political and civic life; the implications of which are discussed further.
Advisors/Committee Members: Hicks, David (committeechair), Doolittle, Peter E. (committee member), Lee, John Kelly (committee member), Garrison, James W. (committee member).
Subjects/Keywords: citizenship; content and discourse analysis; social studies education
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APA (6th Edition):
Johnson, A. P. (2016). How is Citizenship Represented in Theory and Research in Social Education (TRSE)? Â A Content and Discourse Analysis. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71644
Chicago Manual of Style (16th Edition):
Johnson, Aaron Paul. “How is Citizenship Represented in Theory and Research in Social Education (TRSE)? Â A Content and Discourse Analysis.” 2016. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/71644.
MLA Handbook (7th Edition):
Johnson, Aaron Paul. “How is Citizenship Represented in Theory and Research in Social Education (TRSE)? Â A Content and Discourse Analysis.” 2016. Web. 14 Apr 2021.
Vancouver:
Johnson AP. How is Citizenship Represented in Theory and Research in Social Education (TRSE)? Â A Content and Discourse Analysis. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/71644.
Council of Science Editors:
Johnson AP. How is Citizenship Represented in Theory and Research in Social Education (TRSE)? Â A Content and Discourse Analysis. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71644
Virginia Tech
17.
Alazmi, Huda Salem.
The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/97906
► Geographical Information Systems (GIS) are software-based technologies which simplify the gathering, storing and manipulation of spatially-related data in ways which allow users to visually represent…
(more)
▼ Geographical Information Systems (GIS) are software-based technologies which simplify the gathering, storing and manipulation of spatially-related data in ways which allow users to visually represent complex geographic phenomena more easily, bringing greater understanding for the world around us. As a result, the integration of GIS technology into social studies classroom practices has assisted student learning and achievement. However, despite the value which GIS possesses, few schools have integrated this technology so far. A significant reason for this limitation is the lack of clear guidelines or models which demonstrate how to employ this technology in the classroom. To help address the problem, this study developed a GIS Instructional Model for Kuwaiti social studies teachers to facilitate student authentic intellectual work, i.e. the student's demonstration of their deeper understanding for the knowledge and skills they are learning.
The study employed a design and developmental research methodology, comprised of five major phases, (i) selection of model components and theoretical foundation, (ii) analysis and development, (iii) formative feedback, (iv) revision, and (v) usability evaluation.
Phase one involved the selection of the study's theoretical foundation. In phase two, following a comprehensive review of relevant academic literature and, in combination with personal experience, the researcher developed a preliminary GIS Instructional Model. Two expert reviewers evaluated the model in phase three, delivering their opinions by completing an online survey and taking part in follow-up interviews. This feedback was analyzed in phase four, leading to revisions in the GIS Instructional Model to improve its quality for supporting student learning. In the final phase, six Kuwaiti expert reviewers assessed the newly-updated model to determine what barriers it might face regarding its implementation in the Kuwaiti educational system. They completed an online survey as part of this process and provided possible solutions to address these perceived obstacles. This step-by-step procedure helped to validate the model. The overall result was the development of a ready-to-implement teaching model, with all necessary educational materials and instructions, for employing GIS technology in Kuwaiti social studies classrooms to support student authentic intellectual work. In addition, recommendations were provided for Kuwaiti educational policymakers and stakeholders to help overcome perceived obstacles that may hinder model implementation; suggestions for future research are also included.
Advisors/Committee Members: Hicks, David (committeechair), Williams, Thomas O. (committee member), Lisanti, Melissa Wall (committee member), Billingsley, Bonnie S. (committee member).
Subjects/Keywords: Geographic Information System (GIS); Inquiry Design Model (IDM); and Authentic Intellectual Work (AIW)
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APA (6th Edition):
Alazmi, H. S. (2020). The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97906
Chicago Manual of Style (16th Edition):
Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/97906.
MLA Handbook (7th Edition):
Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Web. 14 Apr 2021.
Vancouver:
Alazmi HS. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/97906.
Council of Science Editors:
Alazmi HS. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97906
Virginia Tech
18.
Banks-Hunt, Joan Maria.
Exploring Design Thinking for Instructional Practice.
Degree: PhD, Curriculum and Instruction, 2021, Virginia Tech
URL: http://hdl.handle.net/10919/102341
► This dissertation entitled, Exploring Design Thinking for Instructional Practice, integrates a wide range of intellectual activities also referred to as cognitive tasks of student-centered design…
(more)
▼ This dissertation entitled, Exploring Design Thinking for Instructional Practice, integrates a wide range of intellectual activities also referred to as cognitive tasks of student-centered design thinking activities. In this dissertation, these tasks are useful for tackling problems that are not well-defined, such as, open-ended, real-world problems. Examples of this pedagogy are useful for educators considering and/or implementing design thinking in their curricula. This dissertation contains two manuscripts: (a) an exploration of the theoretical literature related to design thinking from theory to artifact making, and (b) a case study involving undergraduate faculty members teaching design thinking in design-based courses. The study's faculty participants were educators teaching engineering capstone courses at a large, public, research university in the southeastern region of the United States. Their students design and make solutions for open-ended, real-world problems that are not in textbooks and do not have "right" answers. The study's data collection phase involved interviews with the faculty participants and course materials (syllabi, lesson plan materials, handouts, and course websites). Data analysis produced three robust themes: course design, design process, and course management. These themes suggest that a design thinking instructional practice belies perceptions that design thinking is tied exclusively to engineering and other traditional design disciplines. The findings suggest that design thinking pedagogy engages students in creation of artifacts, learning with understanding, hands-on experiential learning in iterations, use of productivity tools, teamwork, and new starting points when outcomes do not meet expectations. Overall, the findings suggest design thinking pedagogy promotes student-centered design thinking activities.
Advisors/Committee Members: Doolittle, Peter E. (committeechair), Wells, John Gaulden (committee member), Hicks, David (committee member), Jones, Brett D. (committee member).
Subjects/Keywords: artifact creation; capstone courses; design thinking; design-based courses; instructional practice; knowledge construction
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APA (6th Edition):
Banks-Hunt, J. M. (2021). Exploring Design Thinking for Instructional Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/102341
Chicago Manual of Style (16th Edition):
Banks-Hunt, Joan Maria. “Exploring Design Thinking for Instructional Practice.” 2021. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/102341.
MLA Handbook (7th Edition):
Banks-Hunt, Joan Maria. “Exploring Design Thinking for Instructional Practice.” 2021. Web. 14 Apr 2021.
Vancouver:
Banks-Hunt JM. Exploring Design Thinking for Instructional Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2021. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/102341.
Council of Science Editors:
Banks-Hunt JM. Exploring Design Thinking for Instructional Practice. [Doctoral Dissertation]. Virginia Tech; 2021. Available from: http://hdl.handle.net/10919/102341
Virginia Tech
19.
Norton, Star Adrianna.
Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970.
Degree: EdD, Educational Leadership and Policy Studies, 2021, Virginia Tech
URL: http://hdl.handle.net/10919/101971
► The purpose of this study was to shed light on the experiences of Black students during desegregation in Franklin County, Virginia. The researcher aimed to…
(more)
▼ The purpose of this study was to shed light on the experiences of Black students during desegregation in Franklin County,
Virginia. The researcher aimed to capture the oral histories of students who attended Lee M. Waid, an all-Black rural Virginian school, between 1963 and 1970. The voices of the participants and their stories add to the breadth of literature and body of knowledge on the desegregation process. Before the completion of this study, the perspectives and experiences of participants had not been formally documented.
A brief review of the literature on the history of Black education at the national, state, and local levels provides essential background information for historical context leading to the desegregation of United States public schools. An overview of southern segregated schools provides insight into the supports and values held within all-Black schools before and after the initiation of the desegregation of schools. The examination of student experiences during desegregation provides critical insight on America's pathway toward equity in education, the effect of desegregation from the student perspective, and the remnants of segregation that still exist today in American public schools.
Through a qualitative case study, the researcher conducted interviews with former students and stakeholders of Lee M. Waid. The researcher reviewed primary documents such as yearbooks, newspaper articles, and other documents provided by participants. Through interviews with participants, (a) high expectations from teachers and administrators, (b) parent and community support, (c) familial attitudes or beliefs about segregation and integration, (d) school pride, and (e) each participant meaningfully reflected on their individual school experiences during desegregation. The themes identified in the study are similar to those identified by other researchers who have explored the initial desegregation of schools and the supports and values held within segregated schools. One of the recommendations of this study encourages additional research and documentation of student experiences during desegregation. The exploration of student experiences during desegregation is vital to preserving the history, legacy, and influence of Black education.
Advisors/Committee Members: Mullen, Carol Ann (committeechair), Price, Ted S. (committee member), Poff, Marietta Elizabeth (committee member), Hicks, David (committee member).
Subjects/Keywords: All-Black High Schools; Desegregation; Integration; Segregated Schools; Segregation; Oral History
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APA (6th Edition):
Norton, S. A. (2021). Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/101971
Chicago Manual of Style (16th Edition):
Norton, Star Adrianna. “Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970.” 2021. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/101971.
MLA Handbook (7th Edition):
Norton, Star Adrianna. “Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970.” 2021. Web. 14 Apr 2021.
Vancouver:
Norton SA. Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970. [Internet] [Doctoral dissertation]. Virginia Tech; 2021. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/101971.
Council of Science Editors:
Norton SA. Lee M. Waid: An Oral Historical Case Study of Students from an All-Black Rural Virginian School between 1963 and 1970. [Doctoral Dissertation]. Virginia Tech; 2021. Available from: http://hdl.handle.net/10919/101971
20.
Campbell, Stephen Patrick.
An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas.
Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/95030
► The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and…
(more)
▼ The purpose of this study was to provide a descriptive analysis comparing highly qualified and non-highly qualified special education teachers in the 2011-12 Schools and Staffing Survey. It examined how the qualifications of special education teachers varied among K-12 public schools according to the urbanicity of the school and the proportion of students in poverty within a school. Variables included those related to teacher qualifications, demographic characteristics, and school characteristics.
The findings demonstrated that there were differences in the demographic characteristics of highly qualified and non-highly qualified special education teachers. There were no statistically significant differences found for urbanicity alone. There were statistically significant differences found for poverty levels. Statistically significant differences were also found for both highly qualified and non-highly qualified special education teachers when poverty quartiles were analyzed by urbanity locales.
The findings emphasize the need to provide targeted interventions to promote, retain, and supply all schools with qualified special education teachers. The findings also indicate there is an unequal distribution of highly qualified special education teachers within identified poverty levels and urbanicity.
Advisors/Committee Members: Williams, Thomas O. (committeechair), Bowen, Bradley D. (committee member), Ernst, Jeremy V. (committee member), Hicks, David (committee member).
Subjects/Keywords: poverty; highly qualified special education teachers; qualifications; urbanicity
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APA (6th Edition):
Campbell, S. P. (2018). An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95030
Chicago Manual of Style (16th Edition):
Campbell, Stephen Patrick. “An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/95030.
MLA Handbook (7th Edition):
Campbell, Stephen Patrick. “An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas.” 2018. Web. 14 Apr 2021.
Vancouver:
Campbell SP. An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/95030.
Council of Science Editors:
Campbell SP. An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/95030
Virginia Tech
21.
Siudzinski, Robert Andrew.
Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.
Degree: PhD, Learning Sciences and Technologies, 2007, Virginia Tech
URL: http://hdl.handle.net/10919/27864
► This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of…
(more)
▼ This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of practice. Unlike place-based or cyber-bound communities, the ever-changing membership and location dynamics of AT hikers offered a unique and researchable community for study. The complex and understudied sensemaking trajectories of individuals moving through this mobile community were investigated over three years through in-depth interviews and participant observations. Inductive analysis of expert and novice stories illuminated experiential patterns and collective traditions that comprise the AT learning culture. In contrast to traditional approaches to knowledge and skill acquisition, this study found socio-reflective exchanges, nested in hiking pods, to be critical sites for cognitive modeling and informal scaffolding between experts and novices. The situated encounters and developmental support of these nomadic pods were found to facilitate individualsâ construction of community-based knowledge.
Advisors/Committee Members: Uysal, Muzaffer S. (committee member), Burton, John K. (committee member), Hicks, David (committeecochair), Doolittle, Peter E. (committeecochair).
Subjects/Keywords: situated learning; reflective practices; informal learning; communities of practice; knowledge construction; hikers; Appalachian Trail
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APA (6th Edition):
Siudzinski, R. A. (2007). Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27864
Chicago Manual of Style (16th Edition):
Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/27864.
MLA Handbook (7th Edition):
Siudzinski, Robert Andrew. “Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice.” 2007. Web. 14 Apr 2021.
Vancouver:
Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/27864.
Council of Science Editors:
Siudzinski RA. Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/27864
Virginia Tech
22.
Prickett, Robert G.
Pre-service teachers and media: Past experiences and present practices.
Degree: PhD, Curriculum and Instruction, 2005, Virginia Tech
URL: http://hdl.handle.net/10919/29594
► Today's students are incessantly "plugged in" to media such as film, television, and the Internet. Despite media's starring role, youth in the U.S. are not…
(more)
▼ Today's students are incessantly "plugged in" to media such as film, television, and the Internet. Despite media's starring role, youth in the U.S. are not necessarily experts in critically viewing media nor is media literacy a standard part of the curriculum. Some advocates propose extending the definition of "literacy" beyond simply reading and writing (see Eisner, 1991; Friere & Macedo, 1987; Hobbs, 1997; Messaris, 1997; Reinking, 1998). However, the current lack of U.S. recognition of "media literacy" in education opens the possibility that pre-service teachers graduate from teacher preparation programs without the competencies or disposition to integrate media into the classroom.
The purpose of this study was to describe and to understand more fully the rationale that a secondary pre-service teacher uses to plan and implement "media" during his/her student teaching experience. To better understand this, I studied how pre-service teachers define and conceptualize media, as well as the reasons that influence their teaching decisions regarding inclusion or exclusion of media in support of their teaching.
Two pre-service teachers at the same high school, in different content areas (one in English; one in social studies), from the same university teacher preparation program, were the participants. This case study drew from and contributes to the literature in three areas: (a) "media education," (b) "pre-service teachers" and (c) "secondary teacher education" literature. Data collection consisted of 6 structured interviews, 13 observations, and extensive document review. Data were then processed through constant comparative analysis. Findings describe more fully this particular case, investigating the pre-service teachers' past experiences with media and present media utilization in the classroom.
Two threads of discussion were provided. First, the participants' definitions of media and selection of media were largely based on media preferences and usage in their personal lives. Second, media, itself, was primarily described as a means to entertain and to engage students, not necessarily as a way to effectively reach the content learning objectives or for purposes of media literacy. Media was perceived as a useful tool by the pre-service teachers as they continued to develop pedagogical content knowledge as beginning teachers. Finally, personal and professional recommendations were drawn from the findings.
Advisors/Committee Members: Young, Carl A. (committee member), Kelly, Patricia Proudfoot (committee member), Hicks, David (committeecochair), Heilker, Paul V. (committeecochair).
Subjects/Keywords: pre-service teachers; teacher education; media
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APA (6th Edition):
Prickett, R. G. (2005). Pre-service teachers and media: Past experiences and present practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29594
Chicago Manual of Style (16th Edition):
Prickett, Robert G. “Pre-service teachers and media: Past experiences and present practices.” 2005. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/29594.
MLA Handbook (7th Edition):
Prickett, Robert G. “Pre-service teachers and media: Past experiences and present practices.” 2005. Web. 14 Apr 2021.
Vancouver:
Prickett RG. Pre-service teachers and media: Past experiences and present practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/29594.
Council of Science Editors:
Prickett RG. Pre-service teachers and media: Past experiences and present practices. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/29594
Virginia Tech
23.
Mariano, Gina.
An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment.
Degree: PhD, Curriculum and Instruction (Educational Psychology), 2008, Virginia Tech
URL: http://hdl.handle.net/10919/26570
► The purpose of this study was to determine the effects of segmentation on immediate and delayed recall and transfer in a multimedia learning environment. The…
(more)
▼ The purpose of this study was to determine the effects of segmentation on immediate and delayed recall and transfer in a multimedia learning environment. The independent variables of segmentation and non-segmentation, and immediate and delayed assessments were manipulated to assess the effects of segmentation on the participantsâ ability to recall and transfer information from the multimedia tutorial. Data was analyzed using a 2X2 factorial design. The results of this study found that segmentation of multimedia tutorials did not result in significant differences in recall or transfer. The results also revealed that the time period between when a tutorial was viewed and when the recall and transfer assessments were taken did significantly affect participants ability to recall and transfer information.
Advisors/Committee Members: Doolittle, Peter E. (committeechair), Hicks, David (committee member), Williams, Thomas O. Jr. (committee member), Sherman, Thomas M. (committee member).
Subjects/Keywords: Segmentation; Transfer; Multimedia Learning
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APA (6th Edition):
Mariano, G. (2008). An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26570
Chicago Manual of Style (16th Edition):
Mariano, Gina. “An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/26570.
MLA Handbook (7th Edition):
Mariano, Gina. “An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment.” 2008. Web. 14 Apr 2021.
Vancouver:
Mariano G. An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/26570.
Council of Science Editors:
Mariano G. An Investigation of the Effect of Segmentation on Immediate and Delayed Knowledge Transfer in a Multimedia Learning Environment. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/26570
Virginia Tech
24.
Fall, Anna-Maria.
Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments.
Degree: PhD, Curriculum and Instruction, 2008, Virginia Tech
URL: http://hdl.handle.net/10919/30262
► I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and…
(more)
▼ I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and induction) and work conditions (e.g., school support, work manageability and induction support) of early career special education teachers in high- and low-poverty districts and the effects of these variables on teacher commitment.
Organized as a set of thee articles, this research presents findings from a nationally representative sample of 935 early career special education teachers. Data analyses included descriptive statistics, factor analysis, reliability analyses, and logistic regression.
Significant differences were found in the credentials and preparation of teachers working in high poverty vs. more affluent districts, with those in high poverty schools having fewer credentials and less preparation. In contrast, the two teacher groups reported similar induction opportunities and gave themselves comparable ratings on both self-efficacy and in skillfulness in various work tasks.
Teachers in high poverty districts also reported less desirable work conditions than their counterparts in more affluent districts. When compared to teachers in low poverty districts, those in less affluent districts viewed their principals and colleagues as less supportive, perceived less involvement in school decisions, reported having fewer materials, and indicated higher and more diverse caseloads. In contrast, the two teacher groups reported similar professional development and induction opportunities.
Finally, logistic regression results suggest that problems with work manageability were negatively related to teacher commitment, whereas positive school support and good match between preparation and assignment positively influenced teachersâ commitment. However, district level of poverty, district support, and perceived helpfulness of induction support were not significantly related to teachersâ commitment.
These studies draw attention to inequalities in the education of students with disabilities in high poverty districts; and emphasize the critical need not only to recruit and prepare qualified teachers for high poverty schools, but also to address disparities in work conditions. Policymakers and educational leaders concerned with fostering teachersâ commitment should consider developing supportive work environments, involving teachers in decision making, and creating manageable work assignments.
Advisors/Committee Members: Billingsley, Bonnie S. (committeechair), Hicks, David (committee member), Williams, Thomas O. Jr. (committee member), Carlson, Elaine (committee member).
Subjects/Keywords: early career special education teachers; high poverty districts; inequality; teacher commitment; teacher qualifications; work conditions
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APA (6th Edition):
Fall, A. (2008). Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30262
Chicago Manual of Style (16th Edition):
Fall, Anna-Maria. “Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments.” 2008. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/30262.
MLA Handbook (7th Edition):
Fall, Anna-Maria. “Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments.” 2008. Web. 14 Apr 2021.
Vancouver:
Fall A. Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments. [Internet] [Doctoral dissertation]. Virginia Tech; 2008. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/30262.
Council of Science Editors:
Fall A. Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments. [Doctoral Dissertation]. Virginia Tech; 2008. Available from: http://hdl.handle.net/10919/30262
Virginia Tech
25.
Richardson, Evelyn Cherita.
Meta-analysis of Student Assistance program Outcomes.
Degree: PhD, Curriculum and Instruction, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/77282
► The main purpose of this study was to conduct a meta-analysis with data collected from seven schools in Southwest Virginia school district. Data was collected…
(more)
▼ The main purpose of this study was to conduct a meta-analysis with data collected from seven schools in Southwest
Virginia school district. Data was collected for students who were referred to the Student Assistance Programs at each school. Tracking forms were used to record data for each student. Each tracking form was completed by the Student Assistance Program coordinators for their respective schools. This research was conducted in order to evaluate measurable performance outcomes of Student Assistance Programs. The results highlight the positive effects that Student Assistance Programs, SAP members, and other individuals associated with Student Assistance Programs have on students in need. The positive effect from participation in Student Assistance Programs is encouraging. However, recommendations are made for future research and implications of the current research are discussed. The need for additional research on this topic is prominent throughout this document.
Advisors/Committee Members: Redican, Kerry J. (committeechair), Lepczyk, Billie F. (committee member), Hicks, David (committee member), Stratton, Richard K. (committee member).
Subjects/Keywords: Meta-analysis; program outcomes; student assistance
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APA (6th Edition):
Richardson, E. C. (2009). Meta-analysis of Student Assistance program Outcomes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77282
Chicago Manual of Style (16th Edition):
Richardson, Evelyn Cherita. “Meta-analysis of Student Assistance program Outcomes.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/77282.
MLA Handbook (7th Edition):
Richardson, Evelyn Cherita. “Meta-analysis of Student Assistance program Outcomes.” 2009. Web. 14 Apr 2021.
Vancouver:
Richardson EC. Meta-analysis of Student Assistance program Outcomes. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/77282.
Council of Science Editors:
Richardson EC. Meta-analysis of Student Assistance program Outcomes. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/77282
Virginia Tech
26.
Roberts, Ann Mary.
In Search of Discussion in the Standards-Based Middle School Social Studies Classroom.
Degree: PhD, Curriculum and Instruction, 2009, Virginia Tech
URL: http://hdl.handle.net/10919/26876
► The goal of this study was to determine what factors influence teachers in their use of discussion in the social studies classroom. I interviewed two…
(more)
▼ The goal of this study was to determine what factors influence teachers in their use of discussion in the social studies classroom. I interviewed two middle school teachers and made classroom observations over a three month period. These teachers believed discussion was an important process for students to gain critical thinking and citizenship skills. These teachers believed they were conducting discussions but in fact were often conducting what Nystrand et al. (2003) termed recitation, in which students respond to questions and the teacher validates the response. The disconnect between belief and practice may be the result of a combination factors, including a lack of teacher facilitation skills, the timing of the research, and the tensions caused by the state curriculum standards.
Advisors/Committee Members: Hicks, David (committeechair), Kelly, Patricia Proudfoot (committee member), Triplett, Cheri F. (committee member), Niles, Jerome A. (committee member).
Subjects/Keywords: Discussion; Social Studies; Citizenship; Standards; Middle School
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APA (6th Edition):
Roberts, A. M. (2009). In Search of Discussion in the Standards-Based Middle School Social Studies Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26876
Chicago Manual of Style (16th Edition):
Roberts, Ann Mary. “In Search of Discussion in the Standards-Based Middle School Social Studies Classroom.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/26876.
MLA Handbook (7th Edition):
Roberts, Ann Mary. “In Search of Discussion in the Standards-Based Middle School Social Studies Classroom.” 2009. Web. 14 Apr 2021.
Vancouver:
Roberts AM. In Search of Discussion in the Standards-Based Middle School Social Studies Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/26876.
Council of Science Editors:
Roberts AM. In Search of Discussion in the Standards-Based Middle School Social Studies Classroom. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26876
Virginia Tech
27.
Green, Andre M.
Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University.
Degree: PhD, Curriculum and Instruction, 2006, Virginia Tech
URL: http://hdl.handle.net/10919/27888
► Factors that influenced African Americans to persist or not persist within their scientific major while matriculating at a predominantly White university guided the focus of…
(more)
▼ Factors that influenced African Americans to persist or not persist within their scientific major while matriculating at a predominantly White university guided the focus of this study. The study explored the perceptions of African Americans that were both persistent and non-persistent within with their scientific major in order to gain a better understanding of what steps could be taken for the retention and encouragement of more African Americans in these fields at a predominantly White university. The study explored other factors besides intelligence that inhibited or promoted the success of African Americans in scientific fields.
The study was qualitative in nature and participant interviews provided the data for the study. Actor network theory was used as a theoretical framework for exploring the factors that caused students to persist or not persist within a scientific major with the major implications of the study being: (1) The persistence of students had more to do with the open and closed networks they participated in rather than their intellect; (2) The student development of networks aligned with their ability to overcome the negative images associated with them in science; (3) Students’ development of closed networks were a means of protection.
Advisors/Committee Members: Glasson, George E. (committeechair), Hicks, David (committee member), Nespor, Jan K. (committee member), Herndon, Michael K. (committee member), Brand, Brenda R. (committee member).
Subjects/Keywords: African Americans in science; networks; and relationships; attrition; diversity; retention
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APA (6th Edition):
Green, A. M. (2006). Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27888
Chicago Manual of Style (16th Edition):
Green, Andre M. “Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University.” 2006. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/27888.
MLA Handbook (7th Edition):
Green, Andre M. “Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University.” 2006. Web. 14 Apr 2021.
Vancouver:
Green AM. Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/27888.
Council of Science Editors:
Green AM. Factors Influencing the Persistence and Non-Persistence of African American Students in Scientific Majors at a Predominantly White University. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/27888
Virginia Tech
28.
Somervell, Jacob Paul.
Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters.
Degree: PhD, Computer Science, 2004, Virginia Tech
URL: http://hdl.handle.net/10919/11206
► Evaluation is the key to effective interface design. It becomes even more important when the interfaces are for cutting edge technology, in application areas that…
(more)
▼ Evaluation is the key to effective interface design. It becomes even more important when the interfaces are for cutting edge technology, in application areas that are new and with little prior design knowledge. Knowing how to evaluate new interfaces can decrease development effort and increase the returns on resources spent on formative evaluation. The problem is that there are few, if any, readily available evaluation tools for these new interfaces.
This work focuses on the creation and testing of a new set of heuristics that are tailored to the large screen information exhibit (LSIE) system class. This new set is created through a structured process that relies upon critical parameters associated with the notification systems design space. By inspecting example systems, performing claims analysis, categorizing claims, extracting design knowledge, and finally synthesizing heuristics; we have created a usable set of heuristics that is better equipped for supporting formative evaluation.
Contributions of this work include: a structured heuristic creation process based on critical parameters, a new set of heuristics tailored to the LSIE system class, reusable design knowledge in the form of claims and high level design issues, and a new usability evaluation method comparison test. These contributions result from the creation of the heuristics and two studies that illustrate the usability and utility of the new heuristics.
Advisors/Committee Members: McCrickard, D. Scott (committeechair), North, Christopher L. (committee member), Bowman, Douglas A. (committee member), Carroll, John M. (committee member), Hicks, David (committee member).
Subjects/Keywords: critical parameters; notification systems; heuristics; evaluation
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APA ·
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MLA ·
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CSE |
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APA (6th Edition):
Somervell, J. P. (2004). Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/11206
Chicago Manual of Style (16th Edition):
Somervell, Jacob Paul. “Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters.” 2004. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/11206.
MLA Handbook (7th Edition):
Somervell, Jacob Paul. “Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters.” 2004. Web. 14 Apr 2021.
Vancouver:
Somervell JP. Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/11206.
Council of Science Editors:
Somervell JP. Developing Heuristic Evaluation Methods for Large Screen Information Exhibits Based on Critical Parameters. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/11206
Virginia Tech
29.
Hamm, Jean Shepherd.
We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty.
Degree: EdD, Curriculum and Instruction, 2003, Virginia Tech
URL: http://hdl.handle.net/10919/27358
► From 1924-1959, the United Lutheran Church of America operated a girls" boarding school in Southwest Virginia. When Konnarock Training School opened, there were few educational…
(more)
▼ From 1924-1959, the United Lutheran Church of America operated a girls" boarding school in Southwest
Virginia. When Konnarock Training School opened, there were few educational opportunities in the isolated mountains, especially for girls. Students from five states came to Konnarock, with some receiving eleven years of education there. Konnarock Training School recruited faculty from throughout the United States and at least one teacher from Europe. These individuals lived in the
Virginia mountains, taught academic classes, and engaged in extensive community outreach. A unique level of cooperation existed among church, public schools systems, and government agencies during the school's existence.
The mission of Konnarock Training School was to help women reach their potential and to become leaders in their families, their church, and their communities. Students were taught, by example and by word, that they had a place in the church, that women did not have to accept prevailing social and economic circumstances, and that they could make decisions about their own lives. The day-to-day examples given to the students became a scaffold for social change; KTS encouraged the women to become authors of their own lives.
This research is essentially a case study using a feminist oral history methodology. A total of twenty-three interviews with eight women alumnae and faculty of KTS provides the basis for the study. Interviews were transcribed and analyzed using the constant comparative method. In addition, extensive archival material provided data for analysis.
The central argument presented is that KTS was a community embodying both Christian and feminist ideals, one that looked toward the vision of a just, equitable world but that persisted in the real and imperfect world. Overlapping themes leading to a view of the school as an example of feminist theology in practice are Family and Friends, Community, Identity, A Tradition of Leadership, and An Eschatological Focus. The role that memory plays in the telling of one's oral history is also considered.
Advisors/Committee Members: Kelly, Patricia Proudfoot (committeechair), Uttech, Melanie R. (committee member), Bailey, Carol A. (committee member), Hicks, David (committee member), Oliveira, Anthony J. (committee member).
Subjects/Keywords: Feminist theology; feminist research; oral history; education
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
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APA (6th Edition):
Hamm, J. S. (2003). We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27358
Chicago Manual of Style (16th Edition):
Hamm, Jean Shepherd. “We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty.” 2003. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/27358.
MLA Handbook (7th Edition):
Hamm, Jean Shepherd. “We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty.” 2003. Web. 14 Apr 2021.
Vancouver:
Hamm JS. We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/27358.
Council of Science Editors:
Hamm JS. We Can't Die Without Letting Them Know We Were There: Oral Histories of Konnarock Training School Alumnae and Faculty. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/27358
Virginia Tech
30.
Hall, Katherine Lelia.
Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining.
Degree: PhD, Instructional Technology, 2001, Virginia Tech
URL: http://hdl.handle.net/10919/28207
► Due to the large number of garment factory closings in the Appalachian region of Virginia, many workers have become unemployed. Mittelhauser (1997) reported, "textile and…
(more)
▼ Due to the large number of garment factory closings in the Appalachian region of
Virginia, many workers have become unemployed. Mittelhauser (1997) reported, "textile and apparel workers are expected to lose jobs at an even faster rate. Employment in these industries has been projected to decline by about 300,000 jobs over the 1994-2005 period, compared to a net loss of about 250,000 jobs over the previous 11-year period" (p. 28).
In order to provide governmental assistance for these workers, the Trade Readjustment Act (TRA) gives money to these displaced workers so they can be retrained. TRA includes training, trade readjustment allowance, relocation allowance, subsistence allowance (while in training), transportation allowance, and reemployment services (ETA, 2000). The majority of retraining occurs at regional community colleges. Further, most of the displaced garment workers are women since the majority of the jobs involved sewing. In fact, Mittelhauser (1997) found that "nearly three-quarters of the employees working in the apparel industry in 1996 were women, compared to about a third of the workers in the entire manufacturing sector" (p. 25).
When the displaced workers apply for community college classes, most of them test into developmental classes, including developmental writing. According to Doyle and Fueger (1995), developmental writing meets "the need to write effectively and coherently and the need to use standard grammar, usage, and punctuation" (p. 22). Further, Sweigart (1996) identified the most important purpose and outcome of developmental writing as "the development of the writing abilities of individual students" (p. 13).
This descriptive study followed four women in Developmental Writing 03 class at Creekview Community College. The four TRA women in the study were nontraditional students, as well as displaced garment workers from the Appalachian region.
The purpose of the study was to see if the women's writing improved over the course of the semester, based on employers' expectations and rubrics specially designed for looking at the traits of good writing. Specifically, the study looked at the women's in-class and out-of-class writing. The writing was analyzed in depth by the researcher and was presented in case studies, one for each woman in the study. Because of employers' concerns about workers' poor writing skills, the writing was further analyzed in terms of workplace expectations so as to determine if the women acquired writing skills that would assist them in their future workplaces. Ascher (1988) said that writing skills in the workplace meant "writing legibly and completing forms accurately; writing Standard English; selecting, organizing, and relating ideas; and proofreading one's own writing" (p. 1).
Upon close analysis of the women's writing, it was decided that their writing did show at least some improvement based on the participation in a developmental writing class. Additionally, based on interviews, participant observation of the women in Developmental Writing 03,…
Advisors/Committee Members: Kelly, Patricia Proudfoot (committeechair), Carico, Kathleen M. (committee member), Eschenmann, Konrad Kurt (committee member), Hicks, David (committee member), Magliaro, Susan G. (committee member).
Subjects/Keywords: Appalachian women; community college; trade readjustment act; developmental writing
Record Details
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Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hall, K. L. (2001). Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28207
Chicago Manual of Style (16th Edition):
Hall, Katherine Lelia. “Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining.” 2001. Doctoral Dissertation, Virginia Tech. Accessed April 14, 2021.
http://hdl.handle.net/10919/28207.
MLA Handbook (7th Edition):
Hall, Katherine Lelia. “Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining.” 2001. Web. 14 Apr 2021.
Vancouver:
Hall KL. Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2021 Apr 14].
Available from: http://hdl.handle.net/10919/28207.
Council of Science Editors:
Hall KL. Trade Readjustment Act Women in Developmental Writing: Preparing for Education and Retraining. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/28207
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