+publisher:"Virginia Tech" +contributor:("Williams, Thomas O.")

Virginia Tech

1. Watkins, Pamela Lawrence. Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder.

Degree: EdD, Education, Vocational-Technical, 2018, Virginia Tech

► The prevalence of Autism Spectrum Disorder (ASD) has increased 54.7% from 2000 to 2016 nationally (CDC, 2016), and comparably, 52.38% in the district where this… (more)

▼ The prevalence of Autism Spectrum Disorder (ASD) has increased 54.7% from 2000 to 2016 nationally (CDC, 2016), and comparably, 52.38% in the district where this program evaluation was conducted. This increase, paired with legislative requirements through the Individuals with Disabilities Education Act and recommendations from the National Research Council on educating students with ASD, has challenged school districts to develop programming targeting specific impairments characteristic of students with ASD. The purpose of this study was to evaluate programming through the evaluation of individualized education plans (IEPs) of students with ASD in kindergarten through third grade for the presence of Individuals with Disabilities Education Act requirements and National Research Council recommendations. Additionally, 13 special education teachers providing services to one or more students in the category of ASD completed a 30 item self-report questionnaire on their confidence in developing IEPs and programming for students with ASD. Sixty-three IEPs were evaluated in the study for IDEA and NRC indicator proficiency levels and cross-referenced with teacher confidence levels on developing IEPs and programming for students with ASD. The study concluded data analysis of IEPs and special education teacher confidence levels resulted in the identification of programming strengths and weakness that can be used by the district in this study to develop a structured plan for improvements in the development of IEPs specific to the identified areas of impairments for students with ASD (behavior, communication, socialization). Specific to the district in this study is a recommended focus on the development of IEP goals based on individual student needs and NRC recommendations for students with ASD, descriptions of student motivational systems when appropriate, specially designed instruction, educational placement and the relationship of teacher knowledge and confidence about ASD to IEP and program development. Advisors/Committee Members: Williams, Thomas O. (committeechair), Stewart, Trevor T. (committee member), Mesmer, Heidi Anne Edelblute (committee member), Billingsley, Bonnie S. (committee member).

Subjects/Keywords: autism; ASD; IEP

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APA (6^th Edition):

Watkins, P. L. (2018). Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/82932

Chicago Manual of Style (16^th Edition):

Watkins, Pamela Lawrence. “Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder.” 2018. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/82932.

MLA Handbook (7^th Edition):

Watkins, Pamela Lawrence. “Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder.” 2018. Web. 09 Dec 2019.

Vancouver:

Watkins PL. Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/82932.

Council of Science Editors:

Watkins PL. Evaluating IEPs of Elementary School Students with Autism Spectrum Disorder. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/82932

Virginia Tech

2. Sun, Wei. The relationship among middle school students' motivation perceptions of science class, science identification and career goals.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/83454

► This dissertation examined the extent to which pre-high school students' motivation-related perceptions of their science class affected their science identification, which sequentially affected their future… (more)

▼ This dissertation examined the extent to which pre-high school students' motivation-related perceptions of their science class affected their science identification, which sequentially affected their future science-related career goals. The MUSIC® Model of Motivation (Jones, 2009, 2018) includes five components (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) and is designed to help teachers design instruction to promote students' motivation. Domain identification (Osborne and Jones, 2011) is a concept closely related to students' motivation and academic outcomes. In this study, data was collected from 311 pre-high school students and Structural Equation Modeling (SEM) analysis was conducted to test the structure pattern among the MUSIC model components, science identification, and science-related career goals. Results indicate that with three of the MUSIC model components (i.e., usefulness, success, and interest) significantly related to students' science identification, students' science identification was highly correlated to their science career goals. Moreover, this study demonstrated the structure patterns among the MUSIC model components and science identification varied by gender by conducting multi-group SEM analyses for a separate female sample (N = 161) and male sample (N = 150). Consistently, students' science identification was a strong predictor of their science career goals in both female and male groups. These findings are important for STEM educators because they indicate that it may be possible for teachers to impact students' science identification and career goals by focusing on students' perceptions of the MUSIC model components in science class. Moreover, these results contribute to the study of the large gender gap in STEM careers. Teachers can focus on specific teaching strategies and help female students develop their science identification in ways that lead to their long-term science-related career goals. Advisors/Committee Members: Jones, Brett D. (committeechair), Williams, Thomas O. (committee member), Doolittle, Peter E. (committee member), Tendhar, Chosang (committee member).

Subjects/Keywords: MUSIC® Model of Motivation; Domain Identification; Science Identification; Structural Equation Modeling; STEM; Gender; Career Intention

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APA (6^th Edition):

Sun, W. (2018). The relationship among middle school students' motivation perceptions of science class, science identification and career goals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83454

Chicago Manual of Style (16^th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/83454.

MLA Handbook (7^th Edition):

Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Web. 09 Dec 2019.

Vancouver:

Sun W. The relationship among middle school students' motivation perceptions of science class, science identification and career goals. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/83454.

Council of Science Editors:

Sun W. The relationship among middle school students' motivation perceptions of science class, science identification and career goals. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83454

Virginia Tech

3. Banks, Amanda Brooks. Preparing K-12 Educators to Teach Students with Disabilities.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/83802

► My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review… (more)

▼ My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review of 23 empirical studies published over the last two decades, addressing how traditional teacher preparation programs prepared preservice educators to learn about teaching students with disabilities in inclusive settings. A conceptual model was developed to synthesize the findings. Better outcomes in dispositions, knowledge, and skills were associated with preservice educators placements in inclusive classrooms where supportive supervising teachers modeled effective collaboration and provided opportunities for developing specific teaching skills. Although student disability type and teacher education program type are not directly related to preparation, researchers suggest that they mediate preservice educators' dispositions. The second manuscript examines the demographic, preparation, and school poverty level of a nationally representative sample of 51,340 early career special educators and the extent to which more and less preparation predicted their perceived preparedness for eight instructional practices. Data analyses included descriptive statistics, cross tabulations, and multiple linear regression. Findings indicated that more preparation significantly predicted educators' feelings of preparedness as they began teaching. The majority of educators with more preparation entered teaching through traditional routes while those who were less prepared tended to enter through alternative routes. Additionally, the majority of all educators felt least prepared to use student data to inform instruction and most prepared to differentiate instruction. Implications for education policy, teacher preparation, and future research are considered in both manuscripts. Advisors/Committee Members: Billingsley, Bonnie S. (committeechair), Williams, Thomas O. (committee member), Fogelsong, Donna Fortune (committee member), Barksdale, Mary Alice (committee member).

Subjects/Keywords: preservice preparation; teacher education; special education teachers

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APA (6^th Edition):

Banks, A. B. (2018). Preparing K-12 Educators to Teach Students with Disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83802

Chicago Manual of Style (16^th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/83802.

MLA Handbook (7^th Edition):

Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Web. 09 Dec 2019.

Vancouver:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/83802.

Council of Science Editors:

Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83802

Virginia Tech

4. Rossi III, Louis Alfonso. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.

Degree: PhD, Education, Vocational-Technical, 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 (6^th Edition):

Rossi III, L. A. (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 (16^th Edition):

Rossi III, Louis Alfonso. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/83868.

MLA Handbook (7^th Edition):

Rossi III, Louis Alfonso. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 09 Dec 2019.

Vancouver:

Rossi III LA. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/83868.

Council of Science Editors:

Rossi III LA. 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

Virginia Tech

5. Bowers, Sharon Wensel. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.

Degree: EdD, Teaching and Learning, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/64380

► The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated… (more)

▼ The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated the Maryland State STEM Standards of Practice (SOP), targeting integration of STEM content, inquiry learning, students' abilities to collaborate as a STEM team and students' strategic application of technology. Data collection, in the form of reviewing and analyzing study participants' lesson plans and self-reflections, was completed by three independent assessors. The researcher examined the interrater reliability among the three assessors using the Fleiss' kappa statistic. A 0.91 proportion of agreement consensus was documented among the three assessors. A test of hypothetical value was conducted using the nonparametric Wilcoxon-signed-rank Test. Interpretation of the Wilcoxon-signed-rank Test results suggest that the sample population demonstrated proficient planning abilities for the four targeted Maryland State STEM SOP. Findings from this research add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, however the findings also have broader implications for teacher education at large. The McDaniel College ESIL model could frame K-12 teacher education for both pre-service and in-service teachers. The pragmatic, hybrid experience maximizes flexibility, promotes analytical thinking and self-reflection and builds communication skills. The introduction and development of inquiry and design-based learning through the 7E Learning Cycle develops the teachers' understanding of practices promoted not only within the Maryland State STEM SOP, but also within the Next Generation Science Standards. The McDaniel College ESIL model also builds upon the collective efforts of academia, a non-profit STEM research facility, and local school divisions to align efforts that may lead to transformational changes for education. Essential ingredients for systemic change are embedded within the McDaniel ESIL model. Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Magliaro, Susan G. (committee member), Barksdale, Mary Alice (committee member), Williams, Thomas O. (committee member).

Subjects/Keywords: Elementary Education; STEM Education; Instructional Leader; Lesson Planning; STEM-centric Lessons; Professional Development; Professional Learning Experiences; Inquiry; Teacher Cohort Model

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APA (6^th Edition):

Bowers, S. W. (2015). Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64380

Chicago Manual of Style (16^th Edition):

Bowers, Sharon Wensel. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/64380.

MLA Handbook (7^th Edition):

Bowers, Sharon Wensel. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Web. 09 Dec 2019.

Vancouver:

Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/64380.

Council of Science Editors:

Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64380

Virginia Tech

6. Snyder, Jennifer Dee. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.

Degree: PhD, Teaching and Learning, 2015, Virginia Tech

URL: http://hdl.handle.net/10919/64396

► The widespread effects of student failure and dropout have social, judicial, and economic implications. This study addressed factors that can affect students academic identification, an… (more)

▼ The widespread effects of student failure and dropout have social, judicial, and economic implications. This study addressed factors that can affect students academic identification, an element that can influence dropout among U.S. high school students identified as at-risk. Research indicates that student motivation and academic identification may be linked to improvements in students academic achievement and reductions in dropout rates. The purpose of this quantitative investigation was to address high dropout rates among at-risk, high school students by exploring the extent to which students motivational beliefs in school predicted their academic identification and achievement. Specifically, I explored the extent to which the MUSICSM Model of Academic Motivation Inventory (MUSIC Inventory) produced valid scores among at-risk high school students, and the extent to which students motivational beliefs about school predicted their academic identification and achievement. This quantitative study utilized structural equation modeling (SEM) and involved a sample of 100 at-risk students from an alternative high school in the Mid-Atlantic United States. Data were collected via paper surveys, which I administered to students during October, 2015. All survey data were entered into SPSS 23 for analysis. Results indicated that Cronbach's alpha coefficients were low for all MUSIC Model components except for care, which demonstrated modest reliability. Data analysis also indicated that three of the five components of the MUSIC Model " usefulness, success, and caring" were positively associated with academic identification. Thus, there is preliminary evidence to suggest that teachers may be able to have a positive effect on the academic success of at-risk high school students by finding ways to improve students perceptions of usefulness, success, and care. Educational stakeholders can utilize findings from the present study to prompt an exploration of ways to improve these motivational components to promote greater academic success among this student population. Advisors/Committee Members: Jones, Brett D. (committeechair), Magliaro, Susan G. (committee member), Drewry, Julie Anne (committee member), Williams, Thomas O. (committee member).

Subjects/Keywords: at-risk students; motivation; alternative schools

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APA (6^th Edition):

Snyder, J. D. (2015). The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64396

Chicago Manual of Style (16^th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/64396.

MLA Handbook (7^th Edition):

Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Web. 09 Dec 2019.

Vancouver:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/64396.

Council of Science Editors:

Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64396

Virginia Tech

7. 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)

Subjects/Keywords: Technological Pedagogical Content Knowledge; social studies education; high school; government; technology

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APA (6^th 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 (16^th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/29493.

MLA Handbook (7^th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Web. 09 Dec 2019.

Vancouver:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Dec 09]. 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

8. Felix, Allison. Design Based Science and Higher Order Thinking.

Degree: EdD, Teaching and Learning, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/71746

► Technological/engineering design based learning (T/E DBL) provides a context in which students may utilize content knowledge and skills to develop prototype solutions to real-world problems.… (more)

▼ Technological/engineering design based learning (T/E DBL) provides a context in which students may utilize content knowledge and skills to develop prototype solutions to real-world problems. In science education, design based science (DBS) utilizes technological/engineering design based approaches in science education as a means for enhancing the purpose of and relevance for scientific inquiry by contextualizing it within the goal of developing a solution to a real-world problem. This study addressed the need to investigate the ways in which students utilize higher order thinking skills, demonstrated through the use of knowledge associated with declarative, schematic, and strategic cognitive demand when in engaged in DBS activities. The purpose of this study was to determine what relationships exist between engagement in DBS and changes in students' depth of understanding of the science concepts associated with the development of design solutions. Specifically, the study determined how students' abilities to demonstrate an understanding of the science concepts, required by assessments of different cognitive demand, change as they were engaged in a design-based science unit associated with heat transfer. Utilizing two assessment instruments, a pre/post-1/post-2 test and content analysis of student design portfolios based on Wells (2012) and utilizing Li's (2001) system to code student responses, the following research question was addressed: What changes in students' science concept knowledge (declarative, schematic, and strategic demand) are evidenced following engagement in design based learning activities? Although the results are not generalizable to other populations due to the limitations associated with the study, it can be concluded that design based learning activities incorporated in science courses can foster higher order thinking. Results from the study suggests that students' abilities to demonstrate their understanding of certain science concepts through higher order thinking, including utilizing concept knowledge strategically in open-ended problem solving, increased following engagement in design based learn activities. Results have implications in technological/engineering design education, in science education, and in integrative STEM education. Implications include the utility of design portfolios as both an assessment instrument and learning tool to ensure that concept knowledge is explicitly connected to and used in the design activity. Advisors/Committee Members: Wells, John Gaulden (committeechair), Williams, Thomas O. (committee member), Ernst, Jeremy V. (committee member), Brand, Brenda R. (committee member).

Subjects/Keywords: Technological/Engineering Design; Design Based Science; Design Based Learning; Higher Order Thinking; Cognitive Demand; Design Portfolio

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APA (6^th Edition):

Felix, A. (2016). Design Based Science and Higher Order Thinking. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71746

Chicago Manual of Style (16^th Edition):

Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/71746.

MLA Handbook (7^th Edition):

Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Web. 09 Dec 2019.

Vancouver:

Felix A. Design Based Science and Higher Order Thinking. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/71746.

Council of Science Editors:

Felix A. Design Based Science and Higher Order Thinking. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71746

Virginia Tech

9. Workman, April Michelle. The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/71821

► The placement of students with Autism Spectrum Disorder (ASD) in the inclusive general education setting has become a challenging task for public school principals. The… (more)

Subjects/Keywords: Autism

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APA (6^th Edition):

Workman, A. M. (2016). The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71821

Chicago Manual of Style (16^th Edition):

Workman, April Michelle. “The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7.” 2016. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/71821.

MLA Handbook (7^th Edition):

Workman, April Michelle. “The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7.” 2016. Web. 09 Dec 2019.

Vancouver:

Workman AM. The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/71821.

Council of Science Editors:

Workman AM. The Attitudes of School Principals Toward the Inclusion of Students With Autism Spectrum Disorder in General Education Setting: Virginia Superintendent's Region 7. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/71821

Virginia Tech

10. Stith, Krista Marie. A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

URL: http://hdl.handle.net/10919/76735

► Significant emphasis is currently placed on STEM education as a vehicle to encourage American youth to enter science, technology, engineering, and math-related professions. Gifted students… (more)

Subjects/Keywords: STEM Education; Gifted Education; Evaluation; Virginia Governor's Schools

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APA (6^th Edition):

Stith, K. M. (2017). A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/76735

Chicago Manual of Style (16^th Edition):

Stith, Krista Marie. “A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/76735.

MLA Handbook (7^th Edition):

Stith, Krista Marie. “A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools.” 2017. Web. 09 Dec 2019.

Vancouver:

Stith KM. A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/76735.

Council of Science Editors:

Stith KM. A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/76735

Virginia Tech

11. Carlson, James Starr. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

URL: http://hdl.handle.net/10919/77938

► The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science… (more)

▼ The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science content. Using a modified Delphi the study looked to answer the following research questions (RQs): RQ1: How should teacher educators prepare K-12 pre-service science teachers to define engineering problems as one of eight NGSS practices all students should acquire through science education?, RQ2: How should teacher educators prepare K-12 pre-service science teachers to design engineering solutions as one of eight NGSS practices all students should acquire through science education? and , RQ3: How should teacher educators prepare K-12 pre-service science teachers to intentionally teach targeted science content using their newly acquired abilities to define engineering problems and design engineering solutions? During Round 1 a panel of 20 (8 science and 12 technology) education experts responded to 5 open-ended questions that focused on identifying the competencies and instructional strategies used to prepare K-12 pre-service science teachers to intently teach science using engineering design. Each question resulted in identifying approximately 50 themes per question. These themes were then used to construct the Round 2 Questionnaire. During Round 2 panelists reached agreement on 283 characteristics of a framework for preparing future science educators. In Round 3, panelists were sent 87 contested Round 2 items. Results of the Round 3 data analysis indicted an additional 31 framework characteristics. The results of this study identify the essential characteristics of a methodological framework that can serve to prepare science educators on the implementation of design-based engineering practices that intentionally teach targeted science content. Advisors/Committee Members: Wells, John Gaulden (committeechair), Foster, Patrick Neal (committee member), Ernst, Jeremy V. (committee member), Williams, Thomas O. (committee member).

Subjects/Keywords: Teaching Competencies; Instructional Strategies; Design-Based Engineering Practices; Teacher Education; Delphi

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APA (6^th Edition):

Carlson, J. S. (2017). Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77938

Chicago Manual of Style (16^th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/77938.

MLA Handbook (7^th Edition):

Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Web. 09 Dec 2019.

Vancouver:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/77938.

Council of Science Editors:

Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77938

Virginia Tech

12. Li, Songze. K-12 STEM Educators and the Inclusive Classroom.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/81252

► The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited… (more)

▼ The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunities in an increasingly STEM-infused society. Professional development associated with teaching students with disabilities and LEP is critical to inform in-service STEM teachers with these students' learning needs and promote student success. Effective preparation and support help maintain teacher satisfaction and retention within the teaching profession. However, the levels and perceptions of STEM teacher participation in such professional development, and whether the service load and professional development regarding the concerned groups of students associated with teacher satisfaction and retention remain unclear. This dissertation addresses these issues through two research studies using secondary analysis of the 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) national dataset. The first study focused on K-12 STEM educator participation and perceived utility regarding their professional development experience concerning students with disabilities and LEP. Quantitative analysis revealed an overall lower level of participation and perceived utility of such professional development for STEM educators compared to all other educators. The second study examined teacher satisfaction and intent to remain in teaching, as well as their relationships to teacher service load and professional development specific to students with disabilities and LEP. Results indicated that K-12 STEM educators were less likely to feel satisfied or intent on remaining in teaching, compared to the remainder of the teaching population. Logistic regressions showed that service load of students with LEP predicted teacher satisfaction and participation in professional development concerning students with disabilities associated with teacher intent to remain in STEM education, especially for science educators. These findings collectively suggested the necessity and demands of sufficient and useful professional development offerings regarding the two concerned groups of students in inclusive STEM education settings. Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Singh, Kusum (committee member), Williams, Thomas O. (committee member), Driscoll, Anne Ryan (committee member).

Subjects/Keywords: STEM education; students with disabilities (SWD); Limited English Proficiency (LEP); teacher professional development; teacher satisfaction and retention; School and Staffing Survey Teacher Questionnaire (SASS TQ); Logistic regression

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APA (6^th Edition):

Li, S. (2016). K-12 STEM Educators and the Inclusive Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81252

Chicago Manual of Style (16^th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/81252.

MLA Handbook (7^th Edition):

Li, Songze. “K-12 STEM Educators and the Inclusive Classroom.” 2016. Web. 09 Dec 2019.

Vancouver:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/81252.

Council of Science Editors:

Li S. K-12 STEM Educators and the Inclusive Classroom. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81252

Virginia Tech

13. Nichols-Cocke, Cathy Marie. Controversial Issues in United States History Classrooms: Teachers' Perspectives.

Degree: PhD, Teaching and Learning, 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)

Subjects/Keywords: controversial issues; secondary level; standards-based; high-stakes testing

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APA (6^th 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 (16^th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/47795.

MLA Handbook (7^th Edition):

Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Web. 09 Dec 2019.

Vancouver:

Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Dec 09]. 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

14. Schurr, Kelly Laural. Cognitive Structural Change and the Technological Design Process.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/22014

► With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that… (more)

▼ With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that are literate in science, technology, engineering, and mathematics (STEM). Integrative STEM education utilizes design-based pedagogical approaches to teach science/math content and practices concurrently with technology/engineering content and practices (Wells & Ernst, 2012, para. 2). The discipline of technology education has traditionally implemented design-based pedagogical approaches. However, the discipline has not demonstrated through empirical research that its existence and pedagogies are beneficial to student learning and cognition (Lewis, 1999, 2006; Petrina, 1998; Wells, 2008, 2010; Zuga, 1994, 1997, 2001). The purpose of this study was to demonstrate that the technological design-based approach to teaching biotechnology literacy supports studentsćonnections of science and technology concepts. Grounded in Ausubel\'s (1968) theory on meaningful learning and Novak\'s (1980) advanced organizer of concept mapping, this study examined evidence of high school studentsćognitive structural change throughout the technological design-based approach to instruction. At three key intervals throughout the technological design process, students developed concept maps to document their understanding of the biology and technology concepts presented within the instructional materials. Data for this study included the studentsćonstructed concept maps. To analyze the concept maps, the researcher used Hay et al.\'s (2008) three-method analysis for measuring the quality of studentsĺearning, and a qualitative analysis. Data analysis across all four methods indicated that all participants experienced a varying degree of growth in biology, technology, and integrative concepts and connections. Collectively this study supports the notion that the technological design-based approach to instruction does indeed (1) encourage meaningful learning, and (2) increase studentsúse of higher order thinking indicated by their abilities to demonstrate their use of schematic and strategic knowledge within their concept maps. The results of this study have direct implications within the areas of Technology Education, Science Education, classroom practice, and concept mapping. The discussion and implications suggest the need to expand the research conducted within this study, and to improve the methods for concept mapping analysis. Advisors/Committee Members: Wells, John Gaulden (committeechair), Doolittle, Peter E. (committee member), Parkes, Kelly A. (committee member), Williams, Thomas O. (committee member).

Subjects/Keywords: concept map; meaningful learning; technological design; cognitive structure; assessment

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APA (6^th Edition):

Schurr, K. L. (2013). Cognitive Structural Change and the Technological Design Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22014

Chicago Manual of Style (16^th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/22014.

MLA Handbook (7^th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Web. 09 Dec 2019.

Vancouver:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/22014.

Council of Science Editors:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22014

Virginia Tech

15. Hudson, Robyn Lynn. The effect of disability disclosure on the graduation rates of college students with disabilities.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/24072

► Previous studies on postsecondary graduation rates indicated that college students with disabilities have lower graduation rates than students without disabilities. As many college students do… (more)

Subjects/Keywords: college student; postsecondary; disability; graduation; disability disclosure

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APA (6^th Edition):

Hudson, R. L. (2013). The effect of disability disclosure on the graduation rates of college students with disabilities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/24072

Chicago Manual of Style (16^th Edition):

Hudson, Robyn Lynn. “The effect of disability disclosure on the graduation rates of college students with disabilities.” 2013. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/24072.

MLA Handbook (7^th Edition):

Hudson, Robyn Lynn. “The effect of disability disclosure on the graduation rates of college students with disabilities.” 2013. Web. 09 Dec 2019.

Vancouver:

Hudson RL. The effect of disability disclosure on the graduation rates of college students with disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/24072.

Council of Science Editors:

Hudson RL. The effect of disability disclosure on the graduation rates of college students with disabilities. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/24072

Virginia Tech

16. Besterman, Keith Richard. STEM Educators' Preparedness for English Language Learners in the United States.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

URL: http://hdl.handle.net/10919/88032

► In the United States STEM (Science, Technology, Engineering, and Mathematics) education is increasingly being promoted as a key component of preparing students for the reality… (more)

▼ In the United States STEM (Science, Technology, Engineering, and Mathematics) education is increasingly being promoted as a key component of preparing students for the reality of an increasingly technology infused society and workforce. As the population of students classified as English Language Learners (ELLs) continues to grow across the United States the need for STEM educators to be prepared to effectively educate these students is of increasing concern. The task of preparing this group of learners to succeed in a STEM-infused society is a joint effort between specialized linguistic courses in the K-12 education system as well as the STEM educators outside of these specialized courses. As such, focus on creating policy and preparation models for STEM teachers to acquire the necessary skills to effectively serve the ELL population needs to be rooted in targeted analysis of the connections between STEM educators and ELLs. This dissertation is comprised of two exploratory research studies that examine STEM teachers' preparedness to educate ELLs using secondary analysis of the 2007-2008 and 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets. The first study focuses on national and regional analysis of how STEM teachers' degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate ELLs. Concurrently, this study examines ELL participation in STEM courses nationally and regionally through the percentage of STEM teachers who had ELLs in their overall service loads of students as well as the average number of ELLs in those service loads. Quantitative analysis showed drastic differences between regions as well as differences in ELL participation and teacher credentialing between the STEM disciplines. The second study utilizes both the 2007-2008 and 2011-2012 SASS TQ datasets to make comparisons in STEM educators credentialing and ELL participation in STEM courses over the four year time span between the datasets. National analysis of ELL participation in STEM courses showed that in all of the STEM disciplines the percentage of teachers who had ELLs in their total service loads of students increased. The growth of ELL participation differed across disciplines and across regions, however, nationally by 2012 over half of all STEM educators reported having ELLs in their service loads of students. Despite the growing participation of ELLs in STEM courses, the rates of STEM teachers' participation in ELL specific professional development activities largely stagnated over the four year span. The findings of these studies provide valuable information to frame discussions of STEM teachers'preparedness to meet the needs of a growing population of ELLs. Advisors/Committee Members: Ernst, Jeremy V (committeechair), Williams, Thomas O (committee member), Hassouna, Khaled M (committee member), Bondy, Jennifer M (committee member).

Subjects/Keywords: STEM Education; School and Staffing Survey Teacher Questionnaire; English Language Learners

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APA (6^th Edition):

Besterman, K. R. (2017). STEM Educators' Preparedness for English Language Learners in the United States. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88032

Chicago Manual of Style (16^th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/88032.

MLA Handbook (7^th Edition):

Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Web. 09 Dec 2019.

Vancouver:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/88032.

Council of Science Editors:

Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/88032

Virginia Tech

17. Li, Ming. An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.

Degree: PhD, Teaching and Learning, 2017, Virginia Tech

URL: http://hdl.handle.net/10919/86143

► Communicative Language Teaching (CLT) is regarded as an effective approach to teaching foreign languages because it focuses on students' engagement and communicative competence. In the… (more)

▼ Communicative Language Teaching (CLT) is regarded as an effective approach to teaching foreign languages because it focuses on students' engagement and communicative competence. In the realm of educational psychology, researchers have identified many teaching strategies that can have positive effects on students' motivation and engagement. Jones (2009, 2015) synthesized these strategies and created the MUSIC® Model of Motivation. MUSIC is an acronym for the strategies related to eMpowerment, Usefulness, Success, Interest and Caring. The MUSIC model can be used to help instructors to redesign their instruction to motivate and engage their students in learning activities. The purpose of this research was to examine the effectiveness of incorporating the MUSIC model strategies into CLT classes at a university in China. I used a self-report survey comprised of seven subscales (representing five motivation-related variables and two engagement variables) to collect data on students' course perceptions and their engagement in a college English class. The participants were first year college students at a university in central China (n = 259). Independent samples t-tests, regression, and correlation were used to answer the following two research questions: 1. Is there a difference in students' motivation and achievement in traditional lecture classes versus CLT classes that incorporate MUSIC model strategies? 2. To what extent do students' MUSIC model perceptions relate to their engagement and achievement? The results indicated that there was a significant difference between the traditional lecture class and the CLT classes incorporating MUSIC model strategies. Students in CLT classes perceived more control in the class, found the course to be more useful, were more interested, and perceived more caring from their teacher. As a result, students in CLT classes put forth more effort and achieved higher scores on a standardized English test. In addition, the results revealed that students' MUSIC model perceptions predicted their engagement both in CLT classes and the traditional classes. However, the results showed that the MUSIC model components did not significantly predict student achievement. These findings suggest that the MUSIC model and the MUSIC Inventory are ideal tools for Chinese college English teachers to use when they design instruction. Advisors/Committee Members: Jones, Brett D. (committeechair), Williams, Thomas O. (committee member), Magliaro, Susan G. (committee member), Lusk, Danielle Leigh (committee member).

Subjects/Keywords: Communicative Language Teaching; the MUSIC model of motivation; Chinese college English class; student engagement; achievement

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APA (6^th Edition):

Li, M. (2017). An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86143

Chicago Manual of Style (16^th Edition):

Li, Ming. “An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/86143.

MLA Handbook (7^th Edition):

Li, Ming. “An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.” 2017. Web. 09 Dec 2019.

Vancouver:

Li M. An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/86143.

Council of Science Editors:

Li M. An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/86143

Virginia Tech

18. Minarik, Darren William. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.

Degree: PhD, Teaching and Learning, 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)

Subjects/Keywords: Professional Working Theory; Secondary Education; Social Studies Education; Special Education; Teacher Education

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APA (6^th 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 (16^th 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 December 09, 2019. http://hdl.handle.net/10919/86382.

MLA Handbook (7^th Edition):

Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Web. 09 Dec 2019.

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 2019 Dec 09]. 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

19. Holt, Brent D. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

URL: http://hdl.handle.net/10919/29552

► Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk &… (more)

▼ Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk & Hoy, 1990; and Muijs & Reynolds, 2001) and that prior teaching and teacher preparation experiences influence teacher self-efficacy (Preito & Altmaier, 1994). Since the late 1990s, a significant number of teachers have been drafted to teach engineering content in secondary schools across America (NAE & NRC, 2009). Given that none of those teachers were specifically prepared for that task in pre-service secondary engineering teaching licensure programs, some—or perhaps even many—of these new secondary engineering educators might be experiencing low teacher self-efficacy, which research suggests would lead to relatively ineffective secondary engineering teaching. Thus, the purpose of this study was to investigate experiences/factors that might influence secondary engineering teachers' self-efficacy, to inform those who are developing new pre- and in-service secondary engineering teacher preparation programs, and educational administrators / policy-makers. The population of Project Lead the Way (PLTW) secondary engineering teachers across the U.S. was invited to participate in this study. PLTW offers the best-known secondary engineering curriculum in the U.S. It features robust linkages/articulation agreements with post-secondary engineering programs (McVearry, 2003). The data for this study were obtained by administering the Teachers' Self-Efficacy Belief System-Self (TEBS-S) instrument (Dellinger, Bobbett, Oliver, & Ellett, 2008) and a demographic instrument developed by the researcher. The following factors had a statistically significant influence on teacher self-efficacy: pre-PLTW teaching experience, PLTW teaching experience, post-secondary course hours completed, teacher licensure process, and current and past teaching schedules. Implications of these findings may be used by administrators and educators who are actively involved in recruiting, selecting and preparing secondary engineering educators. Advisors/Committee Members: Sanders, Mark E. (committeechair), Williams, Thomas O. Jr. (committee member), Brand, Brenda R. (committee member), Wells, John G. (committee member).

Subjects/Keywords: Teacher self-efficacy; PLTW; Engineering education

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APA (6^th Edition):

Holt, B. D. (2011). An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29552

Chicago Manual of Style (16^th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/29552.

MLA Handbook (7^th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Web. 09 Dec 2019.

Vancouver:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/29552.

Council of Science Editors:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29552

Virginia Tech

20. Peterson, Bryanne Marie. Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.

Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/94557

► The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase “opportunities for young Americans to gain… (more)

▼ The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase “opportunities for young Americans to gain strong STEM skills” (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students’ STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students’ premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM. Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Bowen, Bradley Davis (committee member), Williams, Thomas O. (committee member), Mukuni, Joseph Siloka (committee member).

Subjects/Keywords: Elementary Education; STEM Education; Scientific Inquiry; Design Based Learning; Career; CTE; Career Interest; STEM Attitudes; Integrative STEM Education

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APA (6^th Edition):

Peterson, B. M. (2018). Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/94557

Chicago Manual of Style (16^th Edition):

Peterson, Bryanne Marie. “Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.” 2018. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/94557.

MLA Handbook (7^th Edition):

Peterson, Bryanne Marie. “Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.” 2018. Web. 09 Dec 2019.

Vancouver:

Peterson BM. Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/94557.

Council of Science Editors:

Peterson BM. Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/94557

21. Lewis, Everton Ray. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.

Degree: PhD, Curriculum and Instruction, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/70860

► There is a perception among faculty at the University of Technology, Jamaica (UTech) that Industrial Technology students in the Faculty of Education and Liberal Studies… (more)

▼ There is a perception among faculty at the University of Technology, Jamaica (UTech) that Industrial Technology students in the Faculty of Education and Liberal Studies (FELS-IT) have difficulty learning non-technical content due to their weak reading-comprehension skills. Reciprocal Teaching strategies have been shown to improve students reading-comprehension and learning, especially across the United States and Europe (Palincsar and Brown, 1984; Rosenshine and Meister, 1993, 1994). By means of a researcher-developed Cloze-type assessment instrument, this study investigated reciprocal teaching (Palincsar and Brown, 1984) as a possible means of addressing this perceived problem in Jamaica. A total of 133 participants were involved in the study. Specifically, the study explored empirically the existence of a reading-comprehension problem among the first-year Industrial Technology teacher-education majors at UTech, and the self-perceptions of the participants with respect to their reading-comprehension skills. The study primarily investigated the effect of the reciprocal teaching strategy on improving reading-comprehension scores at the tertiary level, and its perceived efficacy by the participants. An evaluation of the evidence-based findings was used to determine whether to recommend implementing reciprocal teaching into the UTech teaching methodologies, with the overarching aim of improving student achievement. The findings of this quasi-experimental study suggest that the FELS-IT first-year teacher- education majors are not significantly different from other first-year students enrolled at UTech. Also, the reciprocal teaching intervention significantly improved the group-mean and individual post-test scores of the Treatment group over those of the Control group, and was favorably perceived. The investigation recommends that reciprocal teaching should be implemented across all faculties at UTech, preferably among the first-year students. Advisors/Committee Members: Sanders, Mark E. (committeechair), Barksdale, Mary Alice (committeechair), Williams, Thomas O. (committee member), Sherman, Thomas M. (committee member).

Subjects/Keywords: Reciprocal Teaching; Cloze Test; Metacognition; Reading Comprehension

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APA (6^th Edition):

Lewis, E. R. (2016). Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70860

Chicago Manual of Style (16^th Edition):

Lewis, Everton Ray. “Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.” 2016. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/70860.

MLA Handbook (7^th Edition):

Lewis, Everton Ray. “Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica.” 2016. Web. 09 Dec 2019.

Vancouver:

Lewis ER. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/70860.

Council of Science Editors:

Lewis ER. Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/70860

Virginia Tech

22. Bass, Erika Lynn. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/89343

► This study explored how a dialogic, place-based curriculum influences high- performing rural students as writers. The sample included treatment and control students, randomly assigned at… (more)

Subjects/Keywords: Democracy and education; self-efficacy; dialogic pedagogy; rural; place-based education; gifted writers

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APA (6^th Edition):

Bass, E. L. (2019). Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89343

Chicago Manual of Style (16^th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/89343.

MLA Handbook (7^th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Web. 09 Dec 2019.

Vancouver:

Bass EL. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/89343.

Council of Science Editors:

Bass EL. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89343

Virginia Tech

23. 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 (6^th 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 (16^th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/89091.

MLA Handbook (7^th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Web. 09 Dec 2019.

Vancouver:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Dec 09]. 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

24. Rakes, Edward Lee. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.

Degree: PhD, Educational Psychology, 2012, Virginia Tech

URL: http://hdl.handle.net/10919/28689

► This investigation used an experimental design to examine how a visual imagery intervention and two levels of challenge would affect the flow experiences and performance… (more)

▼ This investigation used an experimental design to examine how a visual imagery intervention and two levels of challenge would affect the flow experiences and performance of cadets engaged in Army ROTC marksmanship training. I employed MANCOVA analyses, with gender and prior marksmanship training experience as covariates, to assess cadetsâ (n = 127) marksmanship performance and flow experiences. Findings revealed that the use of visual imagery did not positively enhance flow and improve performance with statistical certainty. The results, however, might be practically significant because they showed that when cadets were faced with a more challenging situation and had engaged in visual imagery exercises, they were more likely to outperform cadets in the same challenge condition who had not engaged in visual imagery exercises. On average, cadets in the high challenge condition who engaged in visual imagery exercises outperformed non-visual imagery cadets in the same condition by over one point on a six-point scale. Additional findings revealed that level of challenge did not affect flow experiences, which is counter to the postulates of flow theory. Level of challenge did, however, negatively impact performance. That is, when cadets were faced with a more challenging situation, they performed more poorly. Prior experience Ì¶ and by extension skill level Ì¶ was discovered to better facilitate flow experiences, as opposed to a balance of challenge and skills. Higher levels of prior marksmanship training experience were associated with cadetsâ potential to enter the flow state. Additionally, males rated flow significantly higher than their female counterparts. Males also significantly outperformed females. Implications for future research investigating how challenge and visual imagery affect flow experiences and performance in the context of Army ROTC marksmanship training are discussed. Advisors/Committee Members: Jones, Brett D. (committeechair), Doolittle, Peter E. (committee member), Stratton, Richard K. (committee member), Williams, Thomas O. Jr. (committee member).

Subjects/Keywords: Flow; Visual imagery; Marksmanship Training; Army

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APA (6^th Edition):

Rakes, E. L. (2012). The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28689

Chicago Manual of Style (16^th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/28689.

MLA Handbook (7^th Edition):

Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Web. 09 Dec 2019.

Vancouver:

Rakes EL. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/28689.

Council of Science Editors:

Rakes EL. The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/28689

Virginia Tech

25. 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)

Subjects/Keywords: poverty; highly qualified special education teachers; qualifications; urbanicity

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APA (6^th 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 (16^th 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 December 09, 2019. http://hdl.handle.net/10919/95030.

MLA Handbook (7^th Edition):

Campbell, Stephen Patrick. “An Analysis of Highly Qualified Special Education Teachers in High Poverty Urban and Rural Areas.” 2018. Web. 09 Dec 2019.

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 2019 Dec 09]. 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

26. Panesar, Harpreet Kaur. Collaboration and its Learning Benefits in a Community College STEM Education Classroom.

Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech

URL: http://hdl.handle.net/10919/95049

► Significant importance has been placed on STEM education to encourage students to enter into careers related to science, technology, engineering, and mathematics. United States education… (more)

▼ Significant importance has been placed on STEM education to encourage students to enter into careers related to science, technology, engineering, and mathematics. United States education system is looking ways to provide a positive student-learning environment to improve student achievement, critical and rational thinking, analysis, and synthesis of information. In higher education, the role of community colleges is undergoing a major transformation in the United States education system. Researchers place community colleges as one of the most important innovations for higher education in the 20th century. Community colleges not only provide affordable education, but also offer a wide variety of programs ranging from vocational to transfer. With the growing number of adult/ nontraditional learners across higher education, it has now become an utmost national priority to engage and retain this student population. As per the 2011 data by National Center for Education Statistics, the adult population in undergraduate courses is growing steadily over the last many years to the extent that it could overtake the numbers of the traditional students enrolled in four-year colleges and universities. The AACC (American Association of Community Colleges) released Reclaiming the American Dream: Community Colleges and the Nation's Future, A report from the 21st Century Commission on the Future of Community Colleges in 2012 during the 21st Century Initiative to offer recommendations and ideas to promote skills that are needed for students to be successful in college, careers, and life. Later, in 2014, they released Empowering community colleges to build the nation's future to help community colleges build a stronger community of students. P21's Framework for 21st Century Learning offers 4Cs, of which collaboration is mentioned as an important pedagogical technique, an educational outcome, and a key skill in various levels of education. This guide suggests that students learn best when they are provided collaborative learning environments; student achievements are higher when they are engaged with others in their learning environments. Students collaborate by working in teams; learn content by identifying problems and finding solutions. This can not only help build content knowledge, but can also develop critical thinking and creativity. Collaboration can actually help develop the other 4Cs. By implementing this unique pedagogical mode of instruction, in the form of collaboration in biology classrooms, improved student content achievement could be seen, thus improving STEM literacy across the nation. The purpose of this study was to explore the learning benefits of collaboration in a community college STEM classroom. The participants in this study consisted of students (n= 155) enrolled in Biology 101 or Biology 141 at Blue Ridge Community College (BRCC). A descriptive analysis of the students' assessment scores (pretest and posttest), science vocabulary familiarity scale (SVFS), and demographic surveys were conducted. Results… Advisors/Committee Members: Ernst, Jeremy V (committeechair), Williams, Thomas O (committee member), Bowen, Bradley Davis (committee member), Bondy, Jennifer M (committee member).

Subjects/Keywords: Collaboration; community colleges; biology classroom

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APA (6^th Edition):

Panesar, H. K. (2018). Collaboration and its Learning Benefits in a Community College STEM Education Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95049

Chicago Manual of Style (16^th Edition):

Panesar, Harpreet Kaur. “Collaboration and its Learning Benefits in a Community College STEM Education Classroom.” 2018. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/95049.

MLA Handbook (7^th Edition):

Panesar, Harpreet Kaur. “Collaboration and its Learning Benefits in a Community College STEM Education Classroom.” 2018. Web. 09 Dec 2019.

Vancouver:

Panesar HK. Collaboration and its Learning Benefits in a Community College STEM Education Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/95049.

Council of Science Editors:

Panesar HK. Collaboration and its Learning Benefits in a Community College STEM Education Classroom. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/95049

Virginia Tech

27. Bhandari, Naina Arvin. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes.

Degree: PhD, Curriculum and Instruction, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/50570

► This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher… (more)

Subjects/Keywords: Education; Special; Education; Secondary; Education; Curriculum and Instruction

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APA (6^th Edition):

Bhandari, N. A. (2013). Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/50570

Chicago Manual of Style (16^th Edition):

Bhandari, Naina Arvin. “Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes.” 2013. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/50570.

MLA Handbook (7^th Edition):

Bhandari, Naina Arvin. “Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes.” 2013. Web. 09 Dec 2019.

Vancouver:

Bhandari NA. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/50570.

Council of Science Editors:

Bhandari NA. Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/50570

Virginia Tech

28. Woo, Jihyun. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.

Degree: PhD, Career and Technical Education, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/90411

► Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in… (more)

Subjects/Keywords: Career and Technical Education; Global Competency; Business and Information Technology; Marketing; Curricula

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APA (6^th Edition):

Woo, J. (2019). Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90411

Chicago Manual of Style (16^th Edition):

Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/90411.

MLA Handbook (7^th Edition):

Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Web. 09 Dec 2019.

Vancouver:

Woo J. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/90411.

Council of Science Editors:

Woo J. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90411

Virginia Tech

29. Spencer-Tyree, Brielle Tinsley. Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/95835

► Students from a variety of majors often leave their introductory calculus courses without seeing the connections and utility it may have to their discipline and… (more)

Subjects/Keywords: STEM Education; Computational Labs; Calculus; Mathematics Education; College and University Calculus; Undergraduate Mathematics; Integrative-STEM Education

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APA (6^th Edition):

Spencer-Tyree, B. T. (2019). Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95835

Chicago Manual of Style (16^th Edition):

Spencer-Tyree, Brielle Tinsley. “Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics.” 2019. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/95835.

MLA Handbook (7^th Edition):

Spencer-Tyree, Brielle Tinsley. “Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics.” 2019. Web. 09 Dec 2019.

Vancouver:

Spencer-Tyree BT. Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/95835.

Council of Science Editors:

Spencer-Tyree BT. Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/95835

30. Krachenfels, Jessica Tanya. Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

URL: http://hdl.handle.net/10919/91185

► Interactive science notebooks, used as a learning tool during science instruction, was found to have a positive influence on student self-efficacy in expressing science content… (more)

Subjects/Keywords: Interactive Science Notebooks; STEM Careers

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APA (6^th Edition):

Krachenfels, J. T. (2019). Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/91185

Chicago Manual of Style (16^th Edition):

Krachenfels, Jessica Tanya. “Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career.” 2019. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/91185.

MLA Handbook (7^th Edition):

Krachenfels, Jessica Tanya. “Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career.” 2019. Web. 09 Dec 2019.

Vancouver:

Krachenfels JT. Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/91185.

Council of Science Editors:

Krachenfels JT. Interactive Science Notebooks: Exploring the Extent Which Integrating a New Learning Tool Supports Self-Efficacy in Expressing Science Content Knowledge and Interest in Pursuing a STEM Related Career. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/91185

Open Access Theses and Dissertations