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Virginia Tech
1.
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)
▼ 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 may find it uninspiring and boring. To address these issues, there is a need for educators to continue to develop and research potentially positive approaches to impacting students' experience with calculus. This study discusses a method of doing so, by studying students' understanding of and attitude toward calculus in a one-semester Business Calculus course using computational labs to introduce students to calculus concepts often in context of a business scenario. No significant gains in conceptual knowledge were found as measured by a concept inventory; however, student comments revealed valuable knowledge demonstrated through articulation of how specific calculus concepts could be used in real world applications. Students that participated in the labs also had a smaller decline in attitude than students that did not complete the labs. Student comments overwhelmingly demonstrate that students felt and appreciated that the labs allowed them to see how calculus could be applied outside the classroom. The labs were most impactful on students that had previously taken calculus. Overall students felt the labs were beneficial in the development of advantageous habits such as persistence, utilizing resources, and precision, introduced them to coding, a skill they hope to further develop and study, and students provided several recommendations for improvement in future implementation. This research provides a foundation for the effectiveness of computational tools used in general education mathematics courses.
Advisors/Committee Members: Bowen, Bradley D. (committeechair), Clark, Aaron C. (committee member), Ulrich, Catherine L. (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: STEM Education; Computational Labs; Calculus; Mathematics Education; College and University Calculus; Undergraduate Mathematics; Integrative-STEM Education
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APA (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/95835.
MLA Handbook (7th Edition):
Spencer-Tyree, Brielle Tinsley. “Computational Labs in Calculus: Examining the Effects on Conceptual Understanding and Attitude Toward Mathematics.” 2019. Web. 04 Mar 2021.
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 2021 Mar 04].
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
Virginia Tech
2.
Bowers, Sharon W.
Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.
Degree: EdD, Curriculum and Instruction, 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 (6th 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 (16th Edition):
Bowers, Sharon W. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/64380.
MLA Handbook (7th Edition):
Bowers, Sharon W. “Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons.” 2015. Web. 04 Mar 2021.
Vancouver:
Bowers SW. Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 04].
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
3.
Raab, Rebecca Raine.
The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/100590
► The induction and mentoring experiences of new general educators are well documented; however, we know little about the experiences of new English as a Second…
(more)
▼ The induction and mentoring experiences of new general educators are well documented; however, we know little about the experiences of new English as a Second Language (ESL) and bilingual teachers. This dissertation, comprised of three manuscripts, explores their induction and mentoring experiences. Chapter 2 reviews the literature published between 2002-2020 on the experiences of and supports for new ESL/bilingual teachers. Findings revealed that new ESL/bilingual teachers experienced challenges in instructional contexts and their roles, struggled in social contexts with other teachers and administrators, and sometimes felt marginalized and physically segregated in their schools. Moreover, evidence of induction and mentoring supports were limited. Chapter 3 presents findings from a secondary descriptive analysis of new ESL/bilingual teacher induction using nationally representative data. Findings suggest that low percentages of new ESL/bilingual teachers perceived themselves to be prepared in the first year for key teaching tasks and others did not have common induction supports. Moreover, these findings were compared with new general educators' revealing differences in descriptive results. Chapter 4 explores the mentoring experiences of new ESL/bilingual teachers. Using a nationally representative sample and regression, findings reveal that a number of new ESL/bilingual teachers did not have weekly mentoring with same-subject mentors, nor did they participate in important mentoring activities. Regression results revealed that weekly mentoring, help with paperwork/record keeping, and help with developing student assessments were statistically significant predictors of the extent to which new ESL/bilingual teachers perceived that their mentors improved their first-year teaching. Discussions in each manuscript provide suggestions for future researchers and implications for school leaders and teacher educators.
Advisors/Committee Members: Billingsley, Bonnie S. (committeechair), Williams, Thomas O. (committeechair), Tilley-Lubbs, Gresilda A. (committee member), Kreye, Bettibel Carson (committee member).
Subjects/Keywords: new teachers; English as a Second Language; bilingual education; induction; mentoring
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APA (6th Edition):
Raab, R. R. (2020). The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100590
Chicago Manual of Style (16th Edition):
Raab, Rebecca Raine. “The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/100590.
MLA Handbook (7th Edition):
Raab, Rebecca Raine. “The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers.” 2020. Web. 04 Mar 2021.
Vancouver:
Raab RR. The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/100590.
Council of Science Editors:
Raab RR. The Induction and Mentoring Experiences of New English as a Second Language and Bilingual Teachers. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100590
Virginia Tech
4.
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)
▼ 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 Survey (SASS/TS, 2007-2008) from the National Center for Education Statistics (NCES). In this study, ANOVAs, independent samples t-tests, and simple linear regression were used to analyze SASS/TS data comparing GETs and SETs on three themes derived from collaboration literature: 1) beliefs and values, 2) roles and responsibilities, and 3) teacher satisfaction. The results showed that there was a statistically significant difference in the perceptions of SETs and GETs on both beliefs and values and roles and responsibilities. This study also found that beliefs and values was a statistically significant predictor of teacher satisfaction for GETs and SETs. Roles and responsibilities was not a statistically significant predictor of teacher satisfaction.
Advisors/Committee Members: Williams, Thomas O. (committeechair), Barksdale, Mary Alice (committee member), Billingsley, Bonnie S. (committee member), Asselin, Susan B. (committee member).
Subjects/Keywords: Education; Special; Education; Secondary; Education; Curriculum and Instruction
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APA (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/50570.
MLA Handbook (7th 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. 04 Mar 2021.
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 2021 Mar 04].
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
5.
Carlson, James Starr.
Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.
Degree: PhD, Curriculum and Instruction, 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 (6th 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 (16th Edition):
Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/77938.
MLA Handbook (7th Edition):
Carlson, James Starr. “Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science.” 2017. Web. 04 Mar 2021.
Vancouver:
Carlson JS. Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Mar 04].
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
6.
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)
▼ 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 silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into
Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of
Virginia BIT and MKED teachers. A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research. Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The Findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and to provide factors to make best practices for integrating global tasks into
Virginia BIT and MKED curricula.
Advisors/Committee Members: Price, William T. Jr. (committeechair), Mukuni, Joseph Siloka (committee member), Glasson, George E. (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: Career and Technical Education; Global Competency; Business and Information Technology; Marketing; Curricula
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APA (6th 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 (16th Edition):
Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/90411.
MLA Handbook (7th Edition):
Woo, Jihyun. “Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula.” 2019. Web. 04 Mar 2021.
Vancouver:
Woo J. Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Mar 04].
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
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)
▼ The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As a case study of two teachers, this work was oriented by the question: How are U.S. Government teachers' beliefs and perspectives about learning and teaching reflected in their pedagogical practice and use of technological tools.
There is little work about how teachers prepare students for the 21st century. Teaching U.S. Government or about the U.S. government has been ignored in much of the research of social studies classes. Additionally, most studies that examine the use of technological tools in the social studies classroom have either investigated the use of non-digital tools specifically or the use of digital tools specifically. Few studies combine how social studies teachers use both non-digital and digital tools in their instruction. My goal was to shift the gaze and include the swirl of influences shaping U.S. Government teachers' decision-making process as when both types of technological tools are used with their classes.
This study has its antecedents in my desire to examine Technological Pedagogical Content Knowledge, TPCK. TPCK is a theoretical framework that posits that technological knowledge, pedagogical knowledge, and content knowledge are the key elements to understand teachersâ instructional choices. The findings in this study indicate that while TPCK can offer teachers a framework to help begin to understand knowledge bases one could consider when planning class instruction, it falls short of providing the complete picture necessary to describe teacher decisions.
Advisors/Committee Members: Hicks, David (committeechair), Doolittle, Peter E. (committee member), Williams, Thomas O. Jr. (committee member), Feinberg, Joseph R. (committee member).
Subjects/Keywords: Technological Pedagogical Content Knowledge; social studies education; high school; government; technology
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APA (6th Edition):
Wigginton, E. O. (2011). The Choices and Uses of Technological Tools in High School Government Classes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29493
Chicago Manual of Style (16th Edition):
Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/29493.
MLA Handbook (7th Edition):
Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Web. 04 Mar 2021.
Vancouver:
Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Mar 04].
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, Curriculum and Instruction, 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 (6th 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 (16th Edition):
Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/71746.
MLA Handbook (7th Edition):
Felix, Allison. “Design Based Science and Higher Order Thinking.” 2016. Web. 04 Mar 2021.
Vancouver:
Felix A. Design Based Science and Higher Order Thinking. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Mar 04].
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.
Schurr, Kelly Laural.
Cognitive Structural Change and the Technological Design Process.
Degree: PhD, Curriculum and Instruction, 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 (6th 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 (16th Edition):
Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/22014.
MLA Handbook (7th Edition):
Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Web. 04 Mar 2021.
Vancouver:
Schurr KL. Cognitive Structural Change and the Technological Design Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Mar 04].
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
10.
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 (6th 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 (16th Edition):
Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/29552.
MLA Handbook (7th Edition):
Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Web. 04 Mar 2021.
Vancouver:
Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2021 Mar 04].
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
11.
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 ̶ and by extension skill level ̶ 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 (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/28689.
MLA Handbook (7th Edition):
Rakes, Edward Lee. “The impact of a visual imagery intervention on Army ROTC cadets’ marksmanship performance and flow experiences.” 2012. Web. 04 Mar 2021.
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 2021 Mar 04].
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
12.
Klimaitis, Cindy Carter.
Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division.
Degree: PhD, Educational Leadership and Policy Studies, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/100064
► Implementation of key instructional practices for STEM lessons can improve inclusivity for SWD. Knowledge of barriers and desired professional development can also increase inclusiveness. STEM…
(more)
▼ Implementation of key instructional practices for STEM lessons can improve inclusivity for SWD. Knowledge of barriers and desired professional development can also increase inclusiveness. STEM is an acronym that is often defined as an interdisciplinary approach to learning that incorporates at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. Through a basic qualitative study involving 13 teachers (5 elementary, 4 middle, and 4 high school) from 12 schools, information about SWD's participation in STEM lessons was gained. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, the results revealed that teachers believe that more professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category.
Advisors/Committee Members: Mullen, Carol Ann (committeechair), Azano, Amy Price (committee member), Wells, John Gaulden (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: STEM Education; Students with Disabilities; access; barriers; instructional practices; professional development
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APA (6th Edition):
Klimaitis, C. C. (2020). Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/100064
Chicago Manual of Style (16th Edition):
Klimaitis, Cindy Carter. “Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/100064.
MLA Handbook (7th Edition):
Klimaitis, Cindy Carter. “Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division.” 2020. Web. 04 Mar 2021.
Vancouver:
Klimaitis CC. Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/100064.
Council of Science Editors:
Klimaitis CC. Instructional Practices for Science, Technology, Engineering, and Mathematics (STEM) Lessons for K–12 Students With Disabilities: Perceptions of Teachers From a Virginia Suburban School Division. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/100064
Virginia Tech
13.
Mullins Jr, Ricky Dale.
Dewey, Disability, and Democratic Education.
Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/89091
► When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest Virginia. Coal, no longer king, had…
(more)
▼ When I completed my undergraduate social studies teaching program, the job market appeared bleak in the coalfields of southwest
Virginia. Coal, no longer king, had driven the economy for years. With its decline, my community barely managed to survive. My advisor at the time, honest and plain-spoken, told me that unless I obtained a license in special education, I would most likely not obtain a teaching job. Unlike many other areas of the country, in my hometown unless you could do other things like coach or drive a bus, a license to teach social studies was of little value. There was not much money and a new hire had to be willing to do many different jobs to prove his or her worth. Luckily, I had gotten my Commercial Driver License (CDLs) through a training program offered by the county school board, and I was consequently able to obtain a position, although not as a social studies teacher. I started my career in education as a special educator and substitute school bus driver. In this position I worked in an alternative education setting and taught vocational skills to secondary students with significant disabilities (in the institutional meaning of the word). From the start of my career, I aspired to become an administrator, so I enrolled in and completed a degree in Administration and Supervision. As I was working on that degree, I moved to the general education high school level, where I held a position teaching social studies and special education in an inclusive setting. Shortly thereafter, I obtained a job as an assistant principal. The part I enjoyed most about this position was working with and thinking about how to help teachers become better at their craft. At this point is when I decided to pursue a PhD in social studies education, so I could develop my interest into a body of research and eventually a career. Two years into my PhD program I was still grappling with who I was as a scholar. As I familiarized myself with social studies scholarship, I discovered that in my first position as an alternative education special educator, I was essentially preparing my students for the responsibilities of citizenship, which is the mission of the field of social studies (NCSS, 2013). Nevertheless, it was not until I started reading the work of John Dewey that I truly realized the complexity of what I experienced when I taught in the alternative education setting. That position allowed me to examine an element that I otherwise, would not have had the privilege to see; the complexity and intellect required for physical labor (Rose, 2004) and the inter-workings of true, vibrant, Deweyan democracy. Dewey’s work sparked a new interest in me and I started developing a deep-seated curiosity about how his theoretical underpinnings related to disability and democratic education. My interest in disability then caused me to ask other questions about social studies in relation to special education, which made me reflect on my prior experiences as a social studies educator. Although I had a license in special education, there…
Advisors/Committee Members: Williams, Thomas O. (committeechair), Hicks, David (committeechair), Garrison, James W. (committee member), Lee, John Kelly (committee member).
Subjects/Keywords: citizenship; democratic education; disability; digital technologies
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APA (6th Edition):
Mullins Jr, R. D. (2019). Dewey, Disability, and Democratic Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89091
Chicago Manual of Style (16th Edition):
Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/89091.
MLA Handbook (7th Edition):
Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Web. 04 Mar 2021.
Vancouver:
Mullins Jr RD. Dewey, Disability, and Democratic Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Mar 04].
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
14.
Minarik, Darren William.
Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.
Degree: PhD, Curriculum and Instruction, 2017, Virginia Tech
URL: http://hdl.handle.net/10919/86382
► The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs…
(more)
▼ The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs of students with disabilities. However, scholarly work within social studies is limited regarding effective teaching practices for students with exceptional learning needs. Moreover, the research that does exist rarely aligns with the NCSS position statement addressing powerful teaching and learning as meaningful, integrative, value-based, challenging, and authentic. This study examines how one teacher educator with a background in both social studies and special education facilitates understanding about disability, special education, and the instructional needs of exceptional learners in an introductory special education course for pre-service secondary social studies teachers. Using data collected through course evaluations, assignment artifacts, weekly blog journal entries, colleague observations of class sessions, and student interviews, the author uses Professional Working Theory to analyze how practice (What I do), theory (How I understand), and ethics (Why I do) impacts course design and delivery. The author raises questions beyond improving personal practice by challenging others to consider how their teacher preparation programs address special education and disability for social studies pre-service teachers, suggesting that an accumulation of knowledge through similarly themed studies provides an opportunity for a beneficial comparison of practices. The author discusses recommendations to improve research intersecting special education and social studies education.
Advisors/Committee Members: Janosik, Steven M. (committeechair), Hicks, David (committee member), Williams, Thomas O. (committee member), Geller, Carol H. (committee member), Doolittle, Peter E. (committee member).
Subjects/Keywords: Professional Working Theory; Secondary Education; Social Studies Education; Special Education; Teacher Education
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APA (6th Edition):
Minarik, D. W. (2017). Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86382
Chicago Manual of Style (16th Edition):
Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/86382.
MLA Handbook (7th Edition):
Minarik, Darren William. “Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study.” 2017. Web. 04 Mar 2021.
Vancouver:
Minarik DW. Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Mar 04].
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
15.
Banks, Amanda Brooks.
Preparing K-12 Educators to Teach Students with Disabilities.
Degree: PhD, Curriculum and Instruction, 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 (6th 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 (16th Edition):
Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/83802.
MLA Handbook (7th Edition):
Banks, Amanda Brooks. “Preparing K-12 Educators to Teach Students with Disabilities.” 2018. Web. 04 Mar 2021.
Vancouver:
Banks AB. Preparing K-12 Educators to Teach Students with Disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 04].
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
16.
Washburn, Jocelyn.
A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/99061
► This research draws attention to the academic learning experiences for adolescents, with particular attention to adolescents with limited reading proficiency. The first article examines the…
(more)
▼ This research draws attention to the academic learning experiences for adolescents, with particular attention to adolescents with limited reading proficiency. The first article examines the relationship between oral reading fluency and reading comprehension for adolescent with limited reading proficiency (ALRP) in grades 6-12. Results suggest that knowledge of an adolescent's oral reading fluency (ORF) provides helpful information but is not sufficient to evaluate instructional needs nor measure progress. Discussion includes where ORF fits within the Simple View of Reading theory specifically for adolescent readers as well as implications for practitioners, researchers, policymakers, and assessment developers. The second article presents findings from a study on the influence of a reading intervention on multiple reading component skills of adolescents with limited reading proficiency. Six students in two different intervention classes in
Virginia participated. Visual analyses of individual baseline and intervention phase data indicated a functional relationship between the reading intervention and multiple reading component skills. Additionally, there was a significant group effect for improved strategy knowledge and skill, but no statistically significant group effects for silent reading fluency nor sentence comprehension. Discussion includes limitations and implications for future research, intervention teacher practice and school improvement leaders. The third article gives a broad overview of adolescent literacy instructional recommendations and presents a vision for how all teachers contribute to the development of strategic learners when they support content learning through literacy-rich classroom environments.
Advisors/Committee Members: Billingsley, Bonnie S. (committeechair), Williams, Thomas O. (committee member), Brasseur-Hock, Irma (committee member), Azano, Amy Price (committee member).
Subjects/Keywords: adolescent literacy; reading comprehension; intervention; strategies; skills; oral reading fluency; prosody
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APA (6th Edition):
Washburn, J. (2020). A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/99061
Chicago Manual of Style (16th Edition):
Washburn, Jocelyn. “A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/99061.
MLA Handbook (7th Edition):
Washburn, Jocelyn. “A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.” 2020. Web. 04 Mar 2021.
Vancouver:
Washburn J. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/99061.
Council of Science Editors:
Washburn J. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/99061
Virginia Tech
17.
Sun, Wei.
The relationship among middle school students' motivation perceptions of science class, science identification and career goals.
Degree: PhD, Curriculum and Instruction, 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 (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/83454.
MLA Handbook (7th Edition):
Sun, Wei. “The relationship among middle school students' motivation perceptions of science class, science identification and career goals.” 2018. Web. 04 Mar 2021.
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 2021 Mar 04].
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
18.
Nichols-Cocke, Cathy Marie.
Controversial Issues in United States History Classrooms: Teachers' Perspectives.
Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech
URL: http://hdl.handle.net/10919/47795
► The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial…
(more)
▼ The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial issues consisted of multiple points of view, were socially constructed, and had the potential to challenge belief systems. The audience and their perception of a topic determined the degree of controversy. The questions explored were what factors did secondary level United States History teachers identify as influential in creating controversy in their classrooms and how did they introduce what they considered controversial issues into their standards-based, high-stakes testing classrooms? To answer these questions, twelve secondary level teachers who taught 6th, 7th, or 11th grade United States History participated in this study. Information was garnered through interviews of individuals and focus groups. Some participants provided resources used in their lessons and scenarios of their teaching experiences. My principle findings were:
• Place played a role in teachers' willingness to incorporate controversial issues into their classrooms. This was due to students' preconceived notions developed by their geographical location and family.
• The experiences of teachers and students influenced discussion of controversial issues. This included how long the teacher had taught the content or past experiences with parents and administrators. Students' experiences were derived from their family and community, which influenced incorporation of controversial issues.
• Teachers were influenced by the standards they were required to teach. Though some saw these as a restriction in teaching, others used them as a springboard to what they perceived as deeper, meaningful teaching.
Advisors/Committee Members: Hicks, David (committeechair), Van Hover, Stephanie (committee member), Williams, Thomas O. (committee member), Doolittle, Peter E. (committee member).
Subjects/Keywords: controversial issues; secondary level; standards-based; high-stakes testing
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APA (6th Edition):
Nichols-Cocke, C. M. (2014). Controversial Issues in United States History Classrooms: Teachers' Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47795
Chicago Manual of Style (16th Edition):
Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/47795.
MLA Handbook (7th Edition):
Nichols-Cocke, Cathy Marie. “Controversial Issues in United States History Classrooms: Teachers' Perspectives.” 2014. Web. 04 Mar 2021.
Vancouver:
Nichols-Cocke CM. Controversial Issues in United States History Classrooms: Teachers' Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Mar 04].
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
19.
Peterson, Bryanne.
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 D. (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 (6th Edition):
Peterson, B. (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 (16th Edition):
Peterson, Bryanne. “Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/94557.
MLA Handbook (7th Edition):
Peterson, Bryanne. “Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders.” 2018. Web. 04 Mar 2021.
Vancouver:
Peterson B. Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/94557.
Council of Science Editors:
Peterson B. 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
Virginia Tech
20.
Rossi, Louis Alfonso III.
Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.
Degree: PhD, Curriculum and Instruction, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/83868
► In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the…
(more)
▼ In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the United States Government resulting in public school system reform. As STEM education begins to become integrated across disciplines and special areas of public schools, and the population of inclusive classrooms containing Students with Disabilities continues to rise, a very important question must be fully investigated and answered. We must ask: Do first year Secondary STEM Education and Special Education teachers have the instructional preparedness to effectively teach all populations of students within their classrooms? And do STEM education and Special Education teachers have the appropriate content credentials to effectively support the diverse needs of students and curriculum in an inclusive STEM education class?
This dissertation consists of two research studies that examine Special Education and STEM Education teachers preparedness (coursework and professional development) and content credentials to educate Students with Disabilities within an inclusive STEM Education classroom. This study will be utilizing a secondary analysis of the 2011- 2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets to conduct national analysis of how Special Education and STEM Education teachers degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate in an inclusive STEM education classroom.
The first study focuses on well-known approaches for the instruction of STEM Education and Special Education. This study will utilize differentiated instruction, behavior management, and data to drive instruction as best classroom approaches to instruction to determine their identifiable differences in instructional preparedness among first year STEM educators and first year Special Education teachers.
The second study utilizes the 2011-2012 SASS TQ datasets to analyze Special Educators credentials to teach STEM compared to STEM educators credentials to teach Special Education. This study will analyze and compare credentials and backgrounds of STEM educators and Special Educators in search of indicators for preparedness for Inclusive STEM education.
Advisors/Committee Members: Ernst, Jeremy V. (committeechair), Baum Walker, Liesl M. (committee member), Hicks, David (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: Special education; STEM education; School and Staffing Survey Teacher Questionnaire; Inclusive STEM education; Teacher preparedness
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APA (6th Edition):
Rossi, L. A. I. (2018). Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83868
Chicago Manual of Style (16th Edition):
Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/83868.
MLA Handbook (7th Edition):
Rossi, Louis Alfonso III. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 04 Mar 2021.
Vancouver:
Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/83868.
Council of Science Editors:
Rossi LAI. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83868
Virginia Tech
21.
Hudson, Robyn Lynn.
The effect of disability disclosure on the graduation rates of college students with disabilities.
Degree: PhD, Curriculum and Instruction, 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)
▼ 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 not disclose their disability to their institution upon enrollment, the effect of the timing of disability disclosure on graduation rates warranted examination. This study was a quantitative study of 14,401 undergraduate students at one large research university in the years 2002, 2003, and 2004, of which 423 had disabilities. Quantitative methods were used to conduct an exploratory analysis of the effect of disability, disability disclosure, disability-type and gender on graduation rates. A chi-square analysis revealed that students with disabilities had significantly lower six-year graduation rates than their peers. In addition, students with disabilities who disclosed their disability after their first year of enrollment had significantly lower six-year graduation rates than students with disabilities who disclosed within the first year of enrollment. Results of a multiple regression analysis showed that disability disclosure, disability-type, and gender accounted for 38% of the variance in the length of time to graduation. Finally, for every year that a student delayed disclosing a disability, the length of time to graduation increased by almost half a year. The implications of the study were discussed and recommendations for future research were made.
Advisors/Committee Members: Asselin, Susan B. (committeechair), Weiss, Margaret P. (committee member), Culver, Steven M. (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: college student; postsecondary; disability; graduation; disability disclosure
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APA (6th 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 (16th Edition):
Hudson, Robyn Lynn. “The effect of disability disclosure on the graduation rates of college students with disabilities.” 2013. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/24072.
MLA Handbook (7th Edition):
Hudson, Robyn Lynn. “The effect of disability disclosure on the graduation rates of college students with disabilities.” 2013. Web. 04 Mar 2021.
Vancouver:
Hudson RL. The effect of disability disclosure on the graduation rates of college students with disabilities. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Mar 04].
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
22.
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, Curriculum and Instruction, 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)
▼ 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 purpose of this quantitative study was to identify and measure the attitudes of principals and assistant principals toward the inclusion of students with ASD in a rural region of
Virginia. One hundred and twenty five participants across Superintendents Region seven of
Virginia completed the Principals Autism Inclusion Survey (PAIS). Data were collected and analyzed using descriptive, correlational, and multivariate analysis of variance. The overall results conclude that principals have a very neutral attitude toward students with ASD. However, they do tend to favor a more inclusive placement for these students within their schools. Additionally, the challenges faced by principals in rural schools do not seem to impact their attitude toward the students with ASD in their buildings.
Advisors/Committee Members: Williams, Thomas O. (committeechair), Brewster, Thomas M. (committee member), Asselin, Susan B. (committee member), Mesmer, Heidi Anne Edelblute (committee member).
Subjects/Keywords: Autism
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APA (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/71821.
MLA Handbook (7th 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. 04 Mar 2021.
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 2021 Mar 04].
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
23.
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 (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/70860.
MLA Handbook (7th 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. 04 Mar 2021.
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 2021 Mar 04].
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
24.
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)
▼ 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 the district level, totaling 199 students across both groups. Through quantitative and qualitative analysis, the researcher examined student pre- and post-test writing tasks and self-report writing self-efficacy and community and place scales. Findings suggest that adopting a stance that in the classroom that values students’ lived experiences provides opportunities for students to make meaning using what they know and have experienced and critically examining their experiences as members of their local communities. This study provides insight into writing classrooms that embraces student experience and view students as valuable members of their communities.
Advisors/Committee Members: Stewart, Trevor T. (committeechair), Azano, Amy Price (committee member), Jones, Brett D. (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: Democracy and education; self-efficacy; dialogic pedagogy; rural; place-based education; gifted writers
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APA (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/89343.
MLA Handbook (7th 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. 04 Mar 2021.
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 2021 Mar 04].
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
25.
Mazurek, Bethany Christine.
Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/97380
► This study evaluated the collaborative relationship between public and private day schools in Virginia when serving students with special needs. Supporting research on the conditions…
(more)
▼ This study evaluated the collaborative relationship between public and private day schools in
Virginia when serving students with special needs. Supporting research on the conditions and barriers of collaborative relationships in the educational setting is included. The study was conducted to determine the difference between relationships that are perceived as strong to those that are perceived as weak. The participants were 43 public school special education directors and private day school administrators across the Commonwealth of
Virginia. An online inventory was completed by those participants who had worked with a minimum of two of the opposite provider; special education directors in the public school setting were required to work with two private day schools and vice versa.
The study did not reveal any significant differences between special education directors and private day school administrators. However, results of the study indicated strengths related to the factors of membership characteristics and purpose for strong relationships. When evaluating a weak collaborative relationship, the factors of process and structure, communication and resources were the primary areas of concern. Regardless of the strength of the collaborative relationship, the resource factor was the lowest scoring factor, indicating it was the primary concern regarding collaborative relationships. This study adds to the field of special education by applying the existing research to the relationship between K-12 public and private day schools when serving students with special needs along the continuum of services.
Advisors/Committee Members: Mullen, Carol Ann (committeechair), Salmon, Richard G. (committee member), Kreye, Bettibel Carson (committee member), Williams, Thomas O. (committee member).
Subjects/Keywords: collaborative relationships; special education; continuum of services; public school; private day school
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APA (6th Edition):
Mazurek, B. C. (2020). Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97380
Chicago Manual of Style (16th Edition):
Mazurek, Bethany Christine. “Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/97380.
MLA Handbook (7th Edition):
Mazurek, Bethany Christine. “Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia.” 2020. Web. 04 Mar 2021.
Vancouver:
Mazurek BC. Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/97380.
Council of Science Editors:
Mazurek BC. Evaluating Collaborative Relationships Between K-12 Public and Private Day Schools in Virginia. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97380
Virginia Tech
26.
Besterman, Keith Richard.
STEM Educators' Preparedness for English Language Learners in the United States.
Degree: PhD, Curriculum and Instruction, 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 (6th 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 (16th Edition):
Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/88032.
MLA Handbook (7th Edition):
Besterman, Keith Richard. “STEM Educators' Preparedness for English Language Learners in the United States.” 2017. Web. 04 Mar 2021.
Vancouver:
Besterman KR. STEM Educators' Preparedness for English Language Learners in the United States. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Mar 04].
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
27.
Klopfer, Michelle Davis.
Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/97401
► In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not represent subject knowledge or job…
(more)
▼ In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not represent subject knowledge or job preparedness, particularly in the science fields. This study was an exploration of how well standardized test scores and other academic measured were related to majoring in science, for male and female students. This exploratory study used data from the
Virginia Department of Education, prepared by the
Virginia Longitudinal Data System, for students who graduated from
Virginia public schools from 2004-2016. Students' standardized test scores, science course grades, demographics, and college major were analyzed. Overall, 9% of high school completers enrolled in a science major after high school, with approximately half of those students attending 4-year schools. Seventy percent of science majors were female; females were most prevalent in health-related majors and least prevalent in physical sciences. The following factors were significantly related to enrolling in a science major: gender, high school science grades, and the high school's percent of students who majored in science. A student's status as economically disadvantaged or an underrepresented minority was significantly related to enrolling in a 2-year science major. In comparisons among academic measures, standardized test scores and science grades were not related to each other, and science grades differed among demographic groups. Overall, demographic and school-level factors were more closely related to majoring in science than were academic factors. For both genders and for biological, physical, and health sciences, the percent of students majoring in science doubled from 2005-2015. Standardized test scores and course grades measured different aspects of learning, and higher science grades were related to majoring in science. However, the designation of "science major" is so broad as to be uninformative in a research context; more specificity would be needed to develop academic profiles. From these findings, one can conclude that demographic and cultural factors – rather than academic factors – were more closely related to whether students pursued a science pathway.
Advisors/Committee Members: Wells, John Gaulden (committeechair), Murphy, Brian R. (committee member), Williams, Thomas O. (committee member), Brand, Brenda R. (committee member).
Subjects/Keywords: science education; STEM; longitudinal data; standards; assessment
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APA (6th Edition):
Klopfer, M. D. (2020). Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97401
Chicago Manual of Style (16th Edition):
Klopfer, Michelle Davis. “Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/97401.
MLA Handbook (7th Edition):
Klopfer, Michelle Davis. “Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students.” 2020. Web. 04 Mar 2021.
Vancouver:
Klopfer MD. Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/97401.
Council of Science Editors:
Klopfer MD. Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97401
Virginia Tech
28.
Li, Ming.
An Intervention to Increase Students' Engagement and Achievement in College English Classes in China using the MUSIC Model of Motivation.
Degree: PhD, Curriculum and Instruction, 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 ·
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MLA ·
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CSE |
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Manager
APA (6th 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 (16th 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 March 04, 2021.
http://hdl.handle.net/10919/86143.
MLA Handbook (7th 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. 04 Mar 2021.
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 2021 Mar 04].
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
29.
Snyder, Jennifer Dee.
The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.
Degree: PhD, Curriculum and Instruction, 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 ·
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CSE |
Export
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Manager
APA (6th 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 (16th Edition):
Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/64396.
MLA Handbook (7th Edition):
Snyder, Jennifer Dee. “The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement.” 2015. Web. 04 Mar 2021.
Vancouver:
Snyder JD. The Effects of Students' MUSIC Model Perceptions on Their Academic Identification and Achievement. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Mar 04].
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
30.
Alazmi, Huda Salem.
The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.
Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/97906
► Geographical Information Systems (GIS) are software-based technologies which simplify the gathering, storing and manipulation of spatially-related data in ways which allow users to visually represent…
(more)
▼ Geographical Information Systems (GIS) are software-based technologies which simplify the gathering, storing and manipulation of spatially-related data in ways which allow users to visually represent complex geographic phenomena more easily, bringing greater understanding for the world around us. As a result, the integration of GIS technology into social studies classroom practices has assisted student learning and achievement. However, despite the value which GIS possesses, few schools have integrated this technology so far. A significant reason for this limitation is the lack of clear guidelines or models which demonstrate how to employ this technology in the classroom. To help address the problem, this study developed a GIS Instructional Model for Kuwaiti social studies teachers to facilitate student authentic intellectual work, i.e. the student's demonstration of their deeper understanding for the knowledge and skills they are learning.
The study employed a design and developmental research methodology, comprised of five major phases, (i) selection of model components and theoretical foundation, (ii) analysis and development, (iii) formative feedback, (iv) revision, and (v) usability evaluation.
Phase one involved the selection of the study's theoretical foundation. In phase two, following a comprehensive review of relevant academic literature and, in combination with personal experience, the researcher developed a preliminary GIS Instructional Model. Two expert reviewers evaluated the model in phase three, delivering their opinions by completing an online survey and taking part in follow-up interviews. This feedback was analyzed in phase four, leading to revisions in the GIS Instructional Model to improve its quality for supporting student learning. In the final phase, six Kuwaiti expert reviewers assessed the newly-updated model to determine what barriers it might face regarding its implementation in the Kuwaiti educational system. They completed an online survey as part of this process and provided possible solutions to address these perceived obstacles. This step-by-step procedure helped to validate the model. The overall result was the development of a ready-to-implement teaching model, with all necessary educational materials and instructions, for employing GIS technology in Kuwaiti social studies classrooms to support student authentic intellectual work. In addition, recommendations were provided for Kuwaiti educational policymakers and stakeholders to help overcome perceived obstacles that may hinder model implementation; suggestions for future research are also included.
Advisors/Committee Members: Hicks, David (committeechair), Williams, Thomas O. (committee member), Lisanti, Melissa Wall (committee member), Billingsley, Bonnie S. (committee member).
Subjects/Keywords: Geographic Information System (GIS); Inquiry Design Model (IDM); and Authentic Intellectual Work (AIW)
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Alazmi, H. S. (2020). The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/97906
Chicago Manual of Style (16th Edition):
Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Doctoral Dissertation, Virginia Tech. Accessed March 04, 2021.
http://hdl.handle.net/10919/97906.
MLA Handbook (7th Edition):
Alazmi, Huda Salem. “The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait.” 2020. Web. 04 Mar 2021.
Vancouver:
Alazmi HS. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/10919/97906.
Council of Science Editors:
Alazmi HS. The Development of GIS Instructional Model to Facilitate Authentic Intellectual Work in Secondary Social Studies Classrooms in Kuwait. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/97906
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Open Access Theses and Dissertations
