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University of Washington
1.
Imus, Matthew Stephen.
The Lesson Design Toolkit: Lesson Planning As Experience Design.
Degree: 2019, University of Washington
URL: http://hdl.handle.net/1773/43924 
► This thesis work asks how design can be helpful in the context of education, better facilitating the lesson design process for early-career educators. Because most…
(more)
▼ This thesis work asks how
design can be helpful in the context of
education, better facilitating the lesson
design process for early-career educators. Because most college educators aren’t formally taught how to teach, they often lack the processes and methods to effectively
design classroom experiences. Designers face similar problems, but have well developed processes and methods for moving forward while building intuition. Lesson planning is a form of experience
design, but it’s not approached as such. This situation calls for a toolkit to help early-career college educators effectively
design lessons without the benefit of extensive experience. The Lesson
Design Toolkit is a series of workbooks that help early-career college educators navigate the process of creating a lesson. As each workbook guides the way, it introduces teaching theory and
design methods that are helpful in an aspect of lesson
design. This approach shows how
design methods can be applied to the
design of designed experiences.
Advisors/Committee Members: Germany, Jason (advisor).
Subjects/Keywords: design methods; education; meta-design; Design; Design
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APA (6th Edition):
Imus, M. S. (2019). The Lesson Design Toolkit: Lesson Planning As Experience Design. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/43924
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Imus, Matthew Stephen. “The Lesson Design Toolkit: Lesson Planning As Experience Design.” 2019. Thesis, University of Washington. Accessed March 06, 2021.
http://hdl.handle.net/1773/43924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Imus, Matthew Stephen. “The Lesson Design Toolkit: Lesson Planning As Experience Design.” 2019. Web. 06 Mar 2021.
Vancouver:
Imus MS. The Lesson Design Toolkit: Lesson Planning As Experience Design. [Internet] [Thesis]. University of Washington; 2019. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/1773/43924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Imus MS. The Lesson Design Toolkit: Lesson Planning As Experience Design. [Thesis]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43924
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Delft University of Technology
2.
Wetzer, Stein (author).
Echo, a concept for self-reflection.
Degree: 2018, Delft University of Technology
URL: http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079
► The faculty of Industrial Design Engineering (IDE) is renewing its bachelor programme. For the new bachelor curriculum, to be implemented in September 2020, more flexibility…
(more)
▼ The faculty of Industrial
Design Engineering (IDE) is renewing its bachelor programme. For the new bachelor curriculum, to be implemented in September 2020, more flexibility and a focus on self-reflection and professional positioning are aimed for. By reflecting on one’s personality and qualities, more understanding of motives and ambitions is created, which results in better study decisions (Mittendorf, 2014). Therefore reflection can form a steppingstone for navigating through a flexible bachelor and for professional positioning. The aim of this project is “to
design a concept for self-reflection, navigation through the new bachelor and professional positioning for IDE bachelor students.” The renewal of the bachelor provides the perfect opportunity for this. A literature study about reflection and motivation formed the basis for the conducted field research consisting of: interviews with students, teachers and experts, current practices from the IDE bachelor and master programme and case studies at the
Design Academy Eindhoven, Industrial
Design at the TU/Eindhoven and the Gerrit Rietveld Academy. The literature and field studies show that reserving time in the curriculum, motivation to reflect, learning how to reflect and assessment, are key aspects to be considered for a new self-reflection concept. To
design a concept multiple idea-generating sessions were conducted involving different end-users (students, IDE staff). The preliminary concept was tested by means of interviews and different prototype tests, resulting in the final concept: Echo. Echo is a concept for self-reflection, navigation and positioning in the new bachelor curriculum of IDE. It aims to let students explore what kind of designer they want to be, their bachelor path and their
design vision. Echo proceeds through the three years of the bachelor consisting of modules with assignments in between. The modules are seperated by an semester, this stimulates an overarching reflection, which supports positioning. Each module consists of a reflection, positioning and conversation element. The elements are filled with different activities like making a collage, expressing who you are as a designer and portfolio and vision workshops. Some modules have a navigation element as well. At the end of every module a conversation with the
design coach (from a following
design course) is integrated to motivate the student. Contributing to the motivation are explaining why Echo is implemented during the first module and workshops concerning how to reflect in the first semester. Echo itself is not assessed and the way students engage with it is their own responsibility. Though, assessment is integrated by means of using your
design vision as an assessment criterium in the bachelor final project. Contributing to the concept, an implementation plan is developed. Echo was evaluated from multiple perspectives. The evaluation showed that all participant think Echo is valuable in
design education and can be…
Advisors/Committee Members: Sleeswijk Visser, Froukje (mentor), van Dommelen, Sjoerd (mentor), Mooij, Sylvia (mentor), Delft University of Technology (degree granting institution).
Subjects/Keywords: Reflection; Design education; Co-design
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APA (6th Edition):
Wetzer, S. (. (2018). Echo, a concept for self-reflection. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079
Chicago Manual of Style (16th Edition):
Wetzer, Stein (author). “Echo, a concept for self-reflection.” 2018. Masters Thesis, Delft University of Technology. Accessed March 06, 2021.
http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079.
MLA Handbook (7th Edition):
Wetzer, Stein (author). “Echo, a concept for self-reflection.” 2018. Web. 06 Mar 2021.
Vancouver:
Wetzer S(. Echo, a concept for self-reflection. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2021 Mar 06].
Available from: http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079.
Council of Science Editors:
Wetzer S(. Echo, a concept for self-reflection. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:802b7359-01b6-4c97-9dc8-dda0706b1079
Texas Tech University
3.
Alansari, Ahmad.
Examining the preparedness of interior design students in Kuwait from a global design firm perspective.
Degree: PhD, Environmental Desin, 2015, Texas Tech University
URL: http://hdl.handle.net/2346/73761
► The interior design (ID) profession has been evolving and changing over time. Through decades, the literature has proven that design employers have different competencies, attributes,…
(more)
▼ The interior
design (ID) profession has been evolving and changing over time. Through decades, the literature has proven that
design employers have different competencies, attributes, and characteristics expected from entry-level interior designers (Baker & Sondhi, 1989; Douthitt & Hasell, 1985; Hernecheck, Rettig, & Sherman, 1983; Scarton, 2012) due to the advancement of technology and improving body of knowledge in the profession. Not only does the
design profession change and evolve over time, but so does the interior
design accreditation guidelines produced by the Council for Interior
Design Accreditation. Thus, there is an increasing need to examine interior
design students’ knowledge and skills to make sure they meet the expected competencies sought by the labor market. Due to lack of an interior
design accreditation body in Kuwait, the
design competencies expected from entry-level designers have not been investigated.
The purpose of this study was to investigate whether interior
design students in Kuwait possess compliant knowledge and skill areas sought by global
design firms. This study will have a significant impact on helping the interior
design faculty in Kuwait identify the deficiencies existing in knowledge and skills of their students in the context of competencies sought by global
design firms.
A non-experimental, descriptive, quantitative approachs was adopted for this study, involving a one-shot measurement of knowledge and skill levels. The study used the knowledge levels of students graduating from Texas Tech University (TTU)in the United States of America (USA) to serve as the baseline for comparison of ID students studying at the College f Basic
Education (CBE) in Kuwait . The methodology of this research consists of two areas: measuring students’ knowledge and examining student’s
design skills.
A self-administered questionnaire was distributed to senior ID students at CBE and TTU. The knowledge areas that were used in the survey were adapted from the Interior
Design Fundamental Exam (IDFX) section in the National Council for Interior
Design Qualification (NCIDQ) exam. In order to examine
design students’ skills, senior
design projects were collected and evaluated by six jurors (n= 6) who determined whether ID students at CBE are graduating with the skills level expected from entry-level interior designers in the USA. An online survey, using Survey Qualtrics, was used to collect the needed information. Students’
design projects were attached to the project evaluation sheet, and participants (is it participants or practitioners?) were asked to evaluate them based on specific
design guidelines adopted from Council for Interior
Design Accreditation (CIDA) standards.
The findings of the study illustrated that ID students at CBE possessed deficiencies in ten
design skills that were not compliant with what is expected from entry-level interior designers. Nevertheless, they met the average expected skill level in one
design area, which was designing an appropriate spatial layout. Four
design…
Advisors/Committee Members: Parkinson, Sharran (committee member), Gaines, Kristi (committee member), Alnajadah, Ali (committee member), Pati, Debajyoti (Committee Chair).
Subjects/Keywords: Interior Design Education; Design Knowledge; Design Skills
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APA ·
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APA (6th Edition):
Alansari, A. (2015). Examining the preparedness of interior design students in Kuwait from a global design firm perspective. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73761
Chicago Manual of Style (16th Edition):
Alansari, Ahmad. “Examining the preparedness of interior design students in Kuwait from a global design firm perspective.” 2015. Doctoral Dissertation, Texas Tech University. Accessed March 06, 2021.
http://hdl.handle.net/2346/73761.
MLA Handbook (7th Edition):
Alansari, Ahmad. “Examining the preparedness of interior design students in Kuwait from a global design firm perspective.” 2015. Web. 06 Mar 2021.
Vancouver:
Alansari A. Examining the preparedness of interior design students in Kuwait from a global design firm perspective. [Internet] [Doctoral dissertation]. Texas Tech University; 2015. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/2346/73761.
Council of Science Editors:
Alansari A. Examining the preparedness of interior design students in Kuwait from a global design firm perspective. [Doctoral Dissertation]. Texas Tech University; 2015. Available from: http://hdl.handle.net/2346/73761
University of Cincinnati
4.
Cai, Xinyi.
Game Design Thinking Training for STEAM Educational Purposes
and Emotional Intelligence Development.
Degree: MDES, Design, Architecture, Art and Planning:
Design, 2019, University of Cincinnati
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161
► STEAM Education is drawing more and more public attention. The art education in STEAM education is often mistakenly thought to be just a tool to…
(more)
▼ STEAM
Education is drawing more and more public
attention. The art
education in STEAM
education is often mistakenly
thought to be just a tool to improve STEM courses. How can
design
educators effectively contribute in STEAM
education? There are few
reported studies linking game
design and
design thinking together.
This study found that teaching game
design thinking skills can be a
tool for
design educators to cultivate creative and empathetic
minds in STEAM
education.In this study, a practical workshop as
case study was conducted as a method to analyze the influence of
game
design thinking on the creativity and emotional intelligence
for STEAM educational purposes. The study found that game
design
thinking had positive effect on the cultivation of creativity and
emotional intelligence. The result of the study advocates a new
outlook of art
education in STEAM field and provides a new
perspective to
design educators on how to begin to apply game
design thinking in STEAM
education and even other areas such as
company career training to foster empathy and
creativity.
Advisors/Committee Members: Rebola, Claudia (Committee Chair).
Subjects/Keywords: Design; STEAM Education; Design Thinking; Game Design
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APA (6th Edition):
Cai, X. (2019). Game Design Thinking Training for STEAM Educational Purposes
and Emotional Intelligence Development. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161
Chicago Manual of Style (16th Edition):
Cai, Xinyi. “Game Design Thinking Training for STEAM Educational Purposes
and Emotional Intelligence Development.” 2019. Masters Thesis, University of Cincinnati. Accessed March 06, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161.
MLA Handbook (7th Edition):
Cai, Xinyi. “Game Design Thinking Training for STEAM Educational Purposes
and Emotional Intelligence Development.” 2019. Web. 06 Mar 2021.
Vancouver:
Cai X. Game Design Thinking Training for STEAM Educational Purposes
and Emotional Intelligence Development. [Internet] [Masters thesis]. University of Cincinnati; 2019. [cited 2021 Mar 06].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161.
Council of Science Editors:
Cai X. Game Design Thinking Training for STEAM Educational Purposes
and Emotional Intelligence Development. [Masters Thesis]. University of Cincinnati; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161
5.
Mauk, Tais.
Code Roads: Teaching Kids Coding Fundamentals With Tangible Interaction.
Degree: Umeå Institute of Design, 2016, Umeå University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134856
► What if a computer wasn’t necessarily the best place for kids to learn the fundamentals of coding? A new wave of digital coding teaching…
(more)
▼ What if a computer wasn’t necessarily the best place for kids to learn the fundamentals of coding? A new wave of digital coding teaching tools has been ushered into America, with the country progressively gaining more interest in having kids learn code. The goal of this project has been to propose an alternative teaching method, one focused and tailored to students who learn best through kinesthetic and visual means. The approach has been to combine tangible interaction principles to help make the introductory stages of learning code as approachable and intuitive as possible. The final result of this thesis is a modular toy system which gradually introduces kids to the fundamentals of coding independent of a computer, prompting exploration and problem solving.
Subjects/Keywords: Interaction Design; Design; Tangible Design; Tangible Interaction; Coding; Education; Design; Design
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APA (6th Edition):
Mauk, T. (2016). Code Roads: Teaching Kids Coding Fundamentals With Tangible Interaction. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134856
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mauk, Tais. “Code Roads: Teaching Kids Coding Fundamentals With Tangible Interaction.” 2016. Thesis, Umeå University. Accessed March 06, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134856.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mauk, Tais. “Code Roads: Teaching Kids Coding Fundamentals With Tangible Interaction.” 2016. Web. 06 Mar 2021.
Vancouver:
Mauk T. Code Roads: Teaching Kids Coding Fundamentals With Tangible Interaction. [Internet] [Thesis]. Umeå University; 2016. [cited 2021 Mar 06].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134856.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mauk T. Code Roads: Teaching Kids Coding Fundamentals With Tangible Interaction. [Thesis]. Umeå University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-134856
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
6.
Speckels, Hermie Fuller.
The Impact of Project-Based Learning on Academic Achievement for Students with Academic Challenges at K – 5 Grade Levels| A Grounded Theory Revelation.
Degree: 2012, Jones International University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3502665
► A significant amount of literature postures the effectiveness of project-based learning as a teaching strategy to raise student achievement, especially students who are low…
(more)
▼ A significant amount of literature postures the effectiveness of project-based learning as a teaching strategy to raise student achievement, especially students who are low performers on traditional test-taking instruments. Project-based learning engages students in active and responsible learning (Buck Institute for Education, 2011; Harada, Kirio, & Yamamoto, 2008). The purpose of this study was to investigate the impact project-based learning had on academic achievement. A constructivist point of view, where the participants of the study immersed themselves into the activity, and constructed new meaning (Brooks & Brooks, 1993), informed this study. The scope encompassed twenty students, conveniently selected from grades K through 5 at a private educational facility in South Florida. The methodology used to conduct the study was a qualitative research strategy embedded in grounded theory analysis, an inductive and systematic system built upon the consistent comparative method, and simultaneous data collection (Babchuk, 2009), to gather information to answer the research questions. Consistent with the characteristics of grounded theory, where emergent tenets evolve, data were collected, codified, and analyzed. Limitations of the study included the small population sample of 20 students, and the location of the study at a private school, compared with a public school where the sample size could have been larger. Results from this study indicated the need to expand the literature on project-based arguments, and broaden discussion opportunities. Significant recommendations for education leaders, educators, parents, and students to focus on academic achievement for students who are academically challenged were included in this work. Key words: grounded theory, constructivist, project-based-learning, student achievement, academic achievement, emergent, academically challenged
Subjects/Keywords: Education; Instructional Design
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APA (6th Edition):
Speckels, H. F. (2012). The Impact of Project-Based Learning on Academic Achievement for Students with Academic Challenges at K – 5 Grade Levels| A Grounded Theory Revelation. (Thesis). Jones International University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3502665
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Speckels, Hermie Fuller. “The Impact of Project-Based Learning on Academic Achievement for Students with Academic Challenges at K – 5 Grade Levels| A Grounded Theory Revelation.” 2012. Thesis, Jones International University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3502665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Speckels, Hermie Fuller. “The Impact of Project-Based Learning on Academic Achievement for Students with Academic Challenges at K – 5 Grade Levels| A Grounded Theory Revelation.” 2012. Web. 06 Mar 2021.
Vancouver:
Speckels HF. The Impact of Project-Based Learning on Academic Achievement for Students with Academic Challenges at K – 5 Grade Levels| A Grounded Theory Revelation. [Internet] [Thesis]. Jones International University; 2012. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Speckels HF. The Impact of Project-Based Learning on Academic Achievement for Students with Academic Challenges at K – 5 Grade Levels| A Grounded Theory Revelation. [Thesis]. Jones International University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3502665
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7.
Castro-Figueroa, Anadel.
Conflicts and communication| Instructional designer and subject matter experts developing interdisciplinary online healthcare content.
Degree: 2010, Capella University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3380482
► The shift from focusing on a single discipline to focusing on multiple disciplines is a challenge for instructional designers who are likely to encounter…
(more)
▼ The shift from focusing on a single discipline to focusing on multiple disciplines is a challenge for instructional designers who are likely to encounter increased difficulties relating to subject matter experts who are accustomed to working within their individual content areas. This qualitative case study describes the communication conflicts experienced among an instructional designer and three graduate-level faculty members of a higher education institution that prepares students for healthcare professions. Different methods of data collection were utilized including direct observation, interviews, and document analysis as a means of corroborating the study's findings. The guiding research questions focused on determining the main sources of communication conflict experienced by the instructional designer and three subject matter experts, understanding how the instructional design team members handled conflict, and identifying the particular conflict resolution styles employed by the team members. Study findings were consistent with the literature on interpersonal conflict and the use of five conflict resolution styles—avoidance, competition, accommodation, compromise, and collaboration. Specifically, findings revealed 39 common conflicts experienced by the participants. Of the total 39 conflicts, 34 were related to content and 5 were relational in nature. The approach most commonly used by participants to handle conflict during four instructional design (ID) meetings was fractionation. During the first, third, and fourth ID meetings, participants employed the use of fractionation to deal with conflicts. Differentiation was the most common approach employed by participants to handle conflict during the second ID meeting.
Subjects/Keywords: Education; Instructional Design
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APA ·
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Manager
APA (6th Edition):
Castro-Figueroa, A. (2010). Conflicts and communication| Instructional designer and subject matter experts developing interdisciplinary online healthcare content. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3380482
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Castro-Figueroa, Anadel. “Conflicts and communication| Instructional designer and subject matter experts developing interdisciplinary online healthcare content.” 2010. Thesis, Capella University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3380482.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Castro-Figueroa, Anadel. “Conflicts and communication| Instructional designer and subject matter experts developing interdisciplinary online healthcare content.” 2010. Web. 06 Mar 2021.
Vancouver:
Castro-Figueroa A. Conflicts and communication| Instructional designer and subject matter experts developing interdisciplinary online healthcare content. [Internet] [Thesis]. Capella University; 2010. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3380482.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Castro-Figueroa A. Conflicts and communication| Instructional designer and subject matter experts developing interdisciplinary online healthcare content. [Thesis]. Capella University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3380482
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
8.
Roidi, Margaret M.
An instructional design intervention applied for critical thinking| Utilizing storytelling in an undergraduate online cinema course.
Degree: 2017, Capella University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10261122
► The purpose of the study was to investigate whether storytelling can be utilized as an instructional strategy to enhance undergraduate learners’ critical thinking outcomes…
(more)
▼ The purpose of the study was to investigate whether storytelling can be utilized as an instructional strategy to enhance undergraduate learners’ critical thinking outcomes in an online general education Cinema course in the community college setting. The documented inability of undergraduate online learners to display adequate critical thinking skills in general education courses was identified as the area in need of further scholarly investigation. Storytelling served as the instructional strategy of choice due to its unifying quality of communicating information while creating memorable and lasting experiences. The research question guiding this project asked whether there is a difference between the critical thinking outcomes of undergraduate learners enrolled in an online general education Cinema course who are exposed to storytelling as an instructional strategy and learners who are not. The quasi-experimental quantitative design was employed to collect the participants’ critical thinking outcomes. Two sections of an <i>Introduction to Cinema</i> course, taught by the same instructor, were selected; one section served as the experimental group and the other section as the control group. The Watson-Glaser Critical Thinking Appraisal II (Watson-Glaser II) measurement instrument was used as an end of semester assessment. The participants were undergraduate online general education learners. The independent samples <i>t-</i>test was utilized to compare the means of two unrelated groups with the independent variable consisting of two categorical, independent groups. The findings revealed that there was no significant difference between the critical thinking outcomes of the experimental and control groups. Nevertheless, the mean of the experimental group’s critical thinking scores was higher than that of the control group and the standard deviation suggested a smaller range. Thus, there are indicators that if the number of the experimental group participants had been larger, there would have been a different result.
Subjects/Keywords: Instructional design; Education
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APA ·
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Export
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Manager
APA (6th Edition):
Roidi, M. M. (2017). An instructional design intervention applied for critical thinking| Utilizing storytelling in an undergraduate online cinema course. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10261122
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Roidi, Margaret M. “An instructional design intervention applied for critical thinking| Utilizing storytelling in an undergraduate online cinema course.” 2017. Thesis, Capella University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=10261122.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Roidi, Margaret M. “An instructional design intervention applied for critical thinking| Utilizing storytelling in an undergraduate online cinema course.” 2017. Web. 06 Mar 2021.
Vancouver:
Roidi MM. An instructional design intervention applied for critical thinking| Utilizing storytelling in an undergraduate online cinema course. [Internet] [Thesis]. Capella University; 2017. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10261122.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Roidi MM. An instructional design intervention applied for critical thinking| Utilizing storytelling in an undergraduate online cinema course. [Thesis]. Capella University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10261122
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9.
Brasser, Angela L.
Social learning strategies| A qualitative study of self-regulated learning.
Degree: 2015, Capella University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3702736
► This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies…
(more)
▼ This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.
Subjects/Keywords: Instructional design; Education
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APA (6th Edition):
Brasser, A. L. (2015). Social learning strategies| A qualitative study of self-regulated learning. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3702736
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Brasser, Angela L. “Social learning strategies| A qualitative study of self-regulated learning.” 2015. Thesis, Capella University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Brasser, Angela L. “Social learning strategies| A qualitative study of self-regulated learning.” 2015. Web. 06 Mar 2021.
Vancouver:
Brasser AL. Social learning strategies| A qualitative study of self-regulated learning. [Internet] [Thesis]. Capella University; 2015. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Brasser AL. Social learning strategies| A qualitative study of self-regulated learning. [Thesis]. Capella University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3702736
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
West Virginia University
10.
Estep, Lindsey.
Redesigning Choice Architecture for the College Selection and Application Process for High School Juniors.
Degree: MA, Intermedia & Photography, 2014, West Virginia University
URL: https://doi.org/10.33915/etd.453
;
https://researchrepository.wvu.edu/etd/453
► Choice architecture, a term coined in the 2008 book Nudge: Improving Decisions About Health, Wealth, and Happiness by behavioral scientist Richard H. Thaler and professor…
(more)
▼ Choice architecture, a term coined in the 2008 book Nudge: Improving Decisions About Health, Wealth, and Happiness by behavioral scientist Richard H. Thaler and professor of law Cass R. Sunstein, is the belief that no choice can be neutral because the way in which a choice is presented influences the decision-maker. Designers, perfectly positioned to structure choices in both print and digital format, should equally embrace this role and handle it with great responsibility. Rather than use the power to structure choice architecture to bolster consumerism, we should instead harness the opportunity to help individuals make choices that improve their health, finances, relationships, and prospects - thereby creating change that could scale to families, communities, states, and even entire nations. This project is an exploration of the ways a designer can structure the choice architecture for the first major life decision many young folks face - which college to attend. Considered within the context of the current West Virginia college landscape, and using qualitative and quantitative data gathered from a group representing the target audience, the project provides a model for leading students through the complex process of evaluating options and making a decision that is best suited to their situation, without encroaching on their freedom of choice.
Advisors/Committee Members: Eve Faulkes, Joseph Galbreath, Kofi Opoku.
Subjects/Keywords: Design; Higher education
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APA (6th Edition):
Estep, L. (2014). Redesigning Choice Architecture for the College Selection and Application Process for High School Juniors. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.453 ; https://researchrepository.wvu.edu/etd/453
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Estep, Lindsey. “Redesigning Choice Architecture for the College Selection and Application Process for High School Juniors.” 2014. Thesis, West Virginia University. Accessed March 06, 2021.
https://doi.org/10.33915/etd.453 ; https://researchrepository.wvu.edu/etd/453.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Estep, Lindsey. “Redesigning Choice Architecture for the College Selection and Application Process for High School Juniors.” 2014. Web. 06 Mar 2021.
Vancouver:
Estep L. Redesigning Choice Architecture for the College Selection and Application Process for High School Juniors. [Internet] [Thesis]. West Virginia University; 2014. [cited 2021 Mar 06].
Available from: https://doi.org/10.33915/etd.453 ; https://researchrepository.wvu.edu/etd/453.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Estep L. Redesigning Choice Architecture for the College Selection and Application Process for High School Juniors. [Thesis]. West Virginia University; 2014. Available from: https://doi.org/10.33915/etd.453 ; https://researchrepository.wvu.edu/etd/453
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Florida State University
11.
Cullen, Kathryn Ruth.
Salutogenic Design in the Higher Education Built Environment.
Degree: MFA, Interior Design, 2016, Florida State University
URL: http://purl.flvc.org/fsu/fd/FSU_2016SU_Cullen_fsu_0071N_13384
;
► College students generally engage in little physical activity in traditional college classrooms. It is common for students to sit in chairs for long periods of…
(more)
▼ College students generally engage in little physical activity in traditional college classrooms. It is common for students to sit in chairs for long periods of time while experts lecture on the course material, which further contributes to the sedentary behavior of students. However, this author believes that the built environment has the potential to increase physical activity and accommodate salutogenic design (active design) approaches to learning. This approach could allow students to construct their own knowledge with the teacher serving as a facilitator and provide an opportunity to incorporate greater physical movement within the classroom. Research was conducted by recruiting higher education students majoring in Education and Interior Design at Florida State University. The primary research question for this study was, “What are the perceptions and preferences of higher education students for furniture that accommodates a variety of sitting and standing postures within classrooms utilizing behaviorist and constructivist pedagogies?” Study participants interacted with different furniture samples that offered various learning postures, and then participated in a survey to identify student perception. The resulting data brought to light that students have an opinion when it comes to what type of posture is best for their specific learning environment. Participants stated that they would feel valued by their university if offered a choice within the classroom. Additionally, students confirmed that each individual learns differently and are unique. Also, participants had a preference for furniture type by time of day, location within the classroom, and teaching strategy. The study’s original research results were applied to a redesign of a hypothetical higher education building of Turner Hall at Illinois State University. The designed spaces included classrooms, collaboration areas, media centers, a café, and public spaces. The resulting design project showed not only that the presence of multiple furniture types in classrooms is possible, but also explored a broader building environment dedicated to the premise of salutogenic design in its space planning and amenities.
A Thesis submitted to the Department of Interior Architecture and Design in partial fulfillment of the requirements for the degree of Master of Fine Arts.
Summer Semester 2016.
June 21, 2016.
Jill B. Pable, Professor Directing Thesis; Amy M. Huber, Committee Member; Steven B. Webber, Committee Member.
Advisors/Committee Members: Jil Pable (professor directing thesis), Steven B. Webber (committee member).
Subjects/Keywords: Design; Education, Higher
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APA ·
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APA (6th Edition):
Cullen, K. R. (2016). Salutogenic Design in the Higher Education Built Environment. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_Cullen_fsu_0071N_13384 ;
Chicago Manual of Style (16th Edition):
Cullen, Kathryn Ruth. “Salutogenic Design in the Higher Education Built Environment.” 2016. Masters Thesis, Florida State University. Accessed March 06, 2021.
http://purl.flvc.org/fsu/fd/FSU_2016SU_Cullen_fsu_0071N_13384 ;.
MLA Handbook (7th Edition):
Cullen, Kathryn Ruth. “Salutogenic Design in the Higher Education Built Environment.” 2016. Web. 06 Mar 2021.
Vancouver:
Cullen KR. Salutogenic Design in the Higher Education Built Environment. [Internet] [Masters thesis]. Florida State University; 2016. [cited 2021 Mar 06].
Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Cullen_fsu_0071N_13384 ;.
Council of Science Editors:
Cullen KR. Salutogenic Design in the Higher Education Built Environment. [Masters Thesis]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_Cullen_fsu_0071N_13384 ;
University of Missouri – Columbia
12.
Spain, Vickie Lynn.
Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning| An analysis of the cognitive complexity.
Degree: 2016, University of Missouri – Columbia
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10178998
► This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri’s public 2-year colleges to engage students in the learning…
(more)
▼ This study sought to identify the instructional strategies used by developmental mathematics instructors in Missouri’s public 2-year colleges to engage students in the learning process, determine the cognitive complexity of the instructional strategies, and find out the support needed by these instructors to engage their students in the learning process. A sequential mixed method design was employed in which quantitative and qualitative data was collected. Initial participants in this study included developmental mathematics instructors from all 13 of Missouri’s 2-year public community colleges, making for a total of 494 instructors. Quantitative data statistical analysis was completed on the demographic data, as well as on the rating and implementation of recommended instructional strategies using the <i>Qualtrics</i> survey tool. Qualitative analysis was completed on the instructor descriptions of strategies for engaging students in the learning process. Additionally, three participants were chosen from the survey for case study analysis in which three observations, post-observation interviews, and artifact collections were used to obtain more extensive qualitative data. Results indicate that developmental mathematics instructors describe the methods they use to engage students in the learning process comparably to those instructional strategies as recommended by the American Mathematical Association of Two-Year Colleges (AMATYC, 2006) to promote active learning, while also including additional strategies. How the instructors rated the instructional strategies as recommended by AMATYC (2006) are given in depth. An overview of the instructional strategies employed by three instructors who were observed, and the cognitive complexity of the tasks and questions used in these instructional strategies is given. Furthermore, recommendations are given for the support needed by developmental mathematics instructors to aid them in engaging their students in the learning process. Implications are offered for the (1) AMATYC (2006) Framework, (2) Professional development on discovery-based learning, (3) Professional development on cognitive complexity of tasks and questions, and (4) Support needed to implement instructional strategies.
Subjects/Keywords: Mathematics education; Instructional design; Education
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APA (6th Edition):
Spain, V. L. (2016). Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning| An analysis of the cognitive complexity. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10178998
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Spain, Vickie Lynn. “Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning| An analysis of the cognitive complexity.” 2016. Thesis, University of Missouri – Columbia. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=10178998.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Spain, Vickie Lynn. “Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning| An analysis of the cognitive complexity.” 2016. Web. 06 Mar 2021.
Vancouver:
Spain VL. Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning| An analysis of the cognitive complexity. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10178998.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Spain VL. Instructional strategies used by developmental mathematics instructors in Missouri public community colleges to promote active learning| An analysis of the cognitive complexity. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10178998
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Warren, Rebecca Anne.
The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study.
Degree: 2011, Lindenwood University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3481165
► The purpose of this quantitative comparative study was to evaluate the Positive Alternative Credit Experience (PACE) Program using an objectives-oriented approach to a formative…
(more)
▼ The purpose of this quantitative comparative study was to evaluate the Positive Alternative Credit Experience (PACE) Program using an objectives-oriented approach to a formative program evaluation. The PACE Program was a semester-long high school alternative education program designed to serve students at-risk for academic failure or dropping out and was operated by a large suburban school district located in St. Louis, Missouri. The outcome objectives of the program were to improve student success as measured by (a) an increase in grade point average (GPA), (b) an increase in attendance rate, (c) a decrease, or elimination of out-of-school suspension (OSS) rate, and (d) a decrease or elimination of dropout rate. Outcome data collected from a sample of students who attended the PACE Program in 2008-2009 were compared to outcome data collected from a Matched Sample of students with matching descriptive and demographic characteristics who did not participate in the program in 2008–2009. Data analysis determined if there was a significant difference in measured student success when comparing the PACE Sample (students who attended the PACE Program and subsequently returned to their home schools for one semester), with a Matched Sample (students who attended a traditional high school during this same timeframe). Purposive sampling was used to select the PACE Sample, and stratified random sampling was used to select the Matched Sample. The PACE Sample of 36 students was comprised of a Semester I PACE Cohort of 18 students and a Semester II PACE Cohort of 18 students. The Matched Sample and Semester I and II Matched Cohorts were identical in size. When the descriptive and demographic characteristic variables of the PACE and Matched Cohorts and Samples were statistically compared, there were no significant differences on the descriptive characteristic variables of cumulative GPA, attendance rate, and OSS rate. The descriptive characteristic variable of current GPA of the Matched Sample was significantly higher, however, than the current GPA of the PACE Sample. When demographic characteristic variables of the PACE and Matched Samples were statistically compared there were no significant differences in grade level, ethnicity, residence, gender, Individualized Education Plan (IEP) status, and Free and Reduced Lunch (FRL) status. The results of data analysis did not show statistically significant differences in the outcome variables of GPA (cumulative and current), attendance rate, and OSS rate of the PACE or Matched Samples. However, when the outcome variable of dropout rate was analyzed, there was a statistically significant increase in the dropout rate of the Matched Sample. The results of data analysis also revealed that the Matched Sample had a higher dropout when compared to the PACE Sample, and this difference was also statistically significant.
Subjects/Keywords: Education, Evaluation; Education, Instructional Design
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APA (6th Edition):
Warren, R. A. (2011). The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3481165
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Warren, Rebecca Anne. “The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study.” 2011. Thesis, Lindenwood University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3481165.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Warren, Rebecca Anne. “The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study.” 2011. Web. 06 Mar 2021.
Vancouver:
Warren RA. The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481165.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Warren RA. The Positive Alternative Credit Experience (PACE) Program A Quantitative Comparative Study. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3481165
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
14.
Jenkins, Jeffrey.
Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism.
Degree: 2012, Loyola Marymount University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3493822
► Service-learning, an experiential learning and teaching pedagogy, provides students and teachers the opportunity to take classroom knowledge and put it to work in real…
(more)
▼ Service-learning, an experiential learning and teaching pedagogy, provides students and teachers the opportunity to take classroom knowledge and put it to work in real world applications in the greater community. This qualitative case study dissertation explored the expected and unexpected outcomes of a service-learning program at an urban charter high school. Through a review of current literature, the history of service-learning is traced from its modern roots to present day incarnations. Grounded in the overlapping frameworks of pragmatic constructivist theory and practice, and service-learning with a social justice model, best practices were examined through interviews and focus groups of current students and students who have completed the SL program. The findings to the three research questions suggested: The expected outcomes addressed activism, awareness, and social development; the unexpected outcomes spoke to the development of interpersonal transformations surpassing expectations and agency, unexpected content-based outcomes, and unexpected abstract outcomes; the implementation data focused on the need for institutional support and adaptability. Recommendations for future implementation were also discussed.
Subjects/Keywords: Education, Instructional Design; Education, Policy
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APA ·
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APA (6th Edition):
Jenkins, J. (2012). Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3493822
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jenkins, Jeffrey. “Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism.” 2012. Thesis, Loyola Marymount University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3493822.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jenkins, Jeffrey. “Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism.” 2012. Web. 06 Mar 2021.
Vancouver:
Jenkins J. Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism. [Internet] [Thesis]. Loyola Marymount University; 2012. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3493822.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jenkins J. Expected and Unexpected Outcomes of a Service-Learning Program Rooted in Social Justice and Pragmatic Constructivism. [Thesis]. Loyola Marymount University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3493822
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
15.
Parisi, Philip J.
Undergraduate attitudes toward student-centered learning.
Degree: 2009, Capella University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3379895
► A sample of digital media undergraduates participated in this investigation of students' understanding and perception of student-centered learning and how they demonstrated the three…
(more)
▼ A sample of digital media undergraduates participated in this investigation of students' understanding and perception of student-centered learning and how they demonstrated the three orientations of the <i>Approaches to Study Inventory</i>, achieving, meaning, and reproducing. The 32 study participants were queried on their understanding of the definitions of SCL, on their perceptions of the purpose of SCL, and on their understanding of the effect of SCL on their education and their preparation for the real world. The data gathered indicated a string understand and perception to the definitions, purpose and effects of student-centered learning. The study revealed high scores on the SCL instrument; ranging from 85% to 95% (agreed) on how the participants understood and perceived the definitions, purpose, and effect of student-centered learning. Individual areas within each SCL category (definition, purpose, and effect) included flexibility, individuality, responsibility, depth of learning, motivation, efficiency of learning, and preparing the student for the real world and job skills. The data gathered from the ASI on the achieving, meaning, and reproducing orientations were consistent with empirical data from previous studies that used the ASI instrument (Berberoglu and Hei, 2003; Gibbs, 1992; Lea, Stephenson, and Troy, 2003). Participant had scores ranging from 13.0 to 14.7 on the ASIs achieving, reproducing, and meaning orientations. These were average scores based on the empirical data (Entwistle & Ramsden, 1983, Entwistle & Tait, 1994; Sadler-Smith, 1999). Overall the digital media undergraduates were in agreement with the definitions and the purpose of SCL. They also agreed that SCL positively affected their education and their preparation for the real world. Participants' ASI scores were within the mean score for each orientation (achieving, meaning, and reproducing).
Subjects/Keywords: Education, Instructional Design; Education, Higher
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Export
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Manager
APA (6th Edition):
Parisi, P. J. (2009). Undergraduate attitudes toward student-centered learning. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3379895
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Parisi, Philip J. “Undergraduate attitudes toward student-centered learning.” 2009. Thesis, Capella University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3379895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Parisi, Philip J. “Undergraduate attitudes toward student-centered learning.” 2009. Web. 06 Mar 2021.
Vancouver:
Parisi PJ. Undergraduate attitudes toward student-centered learning. [Internet] [Thesis]. Capella University; 2009. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Parisi PJ. Undergraduate attitudes toward student-centered learning. [Thesis]. Capella University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379895
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
16.
Grafi-Sharabi, Gazit.
A phenomenological study of teacher perceptions of implementing the differentiated instruction approach.
Degree: 2010, University of Phoenix
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3393495
► In the No Child Left Behind (NCLB) era of accountability teachers are required to meet the needs of students who come from diverse backgrounds…
(more)
▼ In the No Child Left Behind (NCLB) era of accountability teachers are required to meet the needs of students who come from diverse backgrounds and ability levels. Teachers are receiving more mandates and many teachers are adopting teacher-leader roles to adapt to the ever-changing requirements of their expanding roles. Differentiated instruction is the vehicle for educational reform and teachers must implement differentiated instruction proactively to maximize student potential. This qualitative phenomenological study explored perceptions and lived experiences of 20 tenured New York City secondary education English Language Arts teachers regarding implementing the differentiated instruction approach. The study focused on (a) teachers’ self-perception as instructional leaders, (b) teacher application of differentiated instruction, and (c) obstacles and enablers of practice. Findings of the study indicated that while teachers have a positive impression of differentiated instruction, few believe in its feasibility because of the time and workload involved. The results also indicated that teachers fail to collect data about student potential and lack knowledge about the approach and how to manage it. Teachers identified administrative mandates and ineffective professional development as obstacles and administrative accountability measures and support as enablers of implementing the approach.
Subjects/Keywords: Education, Instructional Design; Education, Pedagogy
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Grafi-Sharabi, G. (2010). A phenomenological study of teacher perceptions of implementing the differentiated instruction approach. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3393495
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Grafi-Sharabi, Gazit. “A phenomenological study of teacher perceptions of implementing the differentiated instruction approach.” 2010. Thesis, University of Phoenix. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3393495.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Grafi-Sharabi, Gazit. “A phenomenological study of teacher perceptions of implementing the differentiated instruction approach.” 2010. Web. 06 Mar 2021.
Vancouver:
Grafi-Sharabi G. A phenomenological study of teacher perceptions of implementing the differentiated instruction approach. [Internet] [Thesis]. University of Phoenix; 2010. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3393495.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Grafi-Sharabi G. A phenomenological study of teacher perceptions of implementing the differentiated instruction approach. [Thesis]. University of Phoenix; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3393495
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
17.
Egloff, Susan Margaret Muehl.
A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices.
Degree: 2013, Walden University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3549846
► Writing is an essential skill that students need in order to become successful in school and beyond. Within a school district in the southwestern…
(more)
▼ Writing is an essential skill that students need in order to become successful in school and beyond. Within a school district in the southwestern United States, student writing scores were not at proficient levels, and students were not prepared for graduation or employment. The purpose of this quasi-experimental research study was to compare the distribution of student writing achievement scores for 5th grade teachers who used 7 or more of the 11 components of effective writing instruction outlined by Graham and Perin to those teachers who implemented 6 or fewer of these components. In this study, a survey was given to 35 teachers from the lowest and highest performing schools in each performance zone or geographic cluster of schools across the school district, to discover how many of the components from Graham and Perin's model were used. The results of this project study were insignificant and indicated that the number and frequency of strategies were not related to student proficiency as measured by the state's writing proficiency exam. Results from this study will be shared with district leaders in a white paper report. The report includes recommendations to create a district-based writing framework with research-based instructional strategies. Although the results from this study were insignificant, the results have added to the body of knowledge in writing instruction. The white paper report can be used as a foundation for teachers, principals, and curriculum developers to improve writing instruction and achievement in this and other school districts.
Subjects/Keywords: Education, Instructional Design; Education, Reading
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APA (6th Edition):
Egloff, S. M. M. (2013). A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3549846
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Egloff, Susan Margaret Muehl. “A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices.” 2013. Thesis, Walden University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3549846.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Egloff, Susan Margaret Muehl. “A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices.” 2013. Web. 06 Mar 2021.
Vancouver:
Egloff SMM. A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices. [Internet] [Thesis]. Walden University; 2013. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549846.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Egloff SMM. A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices. [Thesis]. Walden University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549846
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
18.
Foster, Darcy L.
High school students' perceptions of innovative instructional options at a California charter school| A multiple case study.
Degree: 2011, Capella University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3434731
► A multiple case study research design was used to focus on an in-depth examination of four high school students' perceptions of multiple instructional options…
(more)
▼ A multiple case study research design was used to focus on an in-depth examination of four high school students' perceptions of multiple instructional options at a California charter school. The study provided an information rich exploration of individual students' points of view of how using multiple instructional options met their needs as learners, snapshots of their experiences with these options of delivery and instructor combinations, and their perceptions of the transitional challenges experienced coming from either a home schooling or a traditional setting. This charter high school was chosen for this study on the basis of its use of a unique combination of instructional options. In-depth interviews of four student participants were conducted. Observations of monthly meetings with the advisory teacher, home educator, and student and student documents were also sources of data. Findings emerging from this study revealed an overarching theme along with 4 theme patterns representative of the collected data. The overarching theme spoke to the dual theoretical framework of learner-centered principles and the theory of self-determination. The theme patterns pointed to the students' perceptions, experiences, and opinions about the multiple instructional options program: (a) freedom of choice, (b) flexibility, (c) meeting of individual learners' needs, and (d) ownership of education. The results of this study indicated that the use of multiple instructional options addressed and met each student's unique combination of learning needs, e.g., individual personalities, emotional needs, family values, and educational backgrounds, through the choices they experienced with the use of multiple instructional options available at the charter high school.
Subjects/Keywords: Education, Instructional Design; Education, Secondary
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APA (6th Edition):
Foster, D. L. (2011). High school students' perceptions of innovative instructional options at a California charter school| A multiple case study. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3434731
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Foster, Darcy L. “High school students' perceptions of innovative instructional options at a California charter school| A multiple case study.” 2011. Thesis, Capella University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3434731.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Foster, Darcy L. “High school students' perceptions of innovative instructional options at a California charter school| A multiple case study.” 2011. Web. 06 Mar 2021.
Vancouver:
Foster DL. High school students' perceptions of innovative instructional options at a California charter school| A multiple case study. [Internet] [Thesis]. Capella University; 2011. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3434731.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Foster DL. High school students' perceptions of innovative instructional options at a California charter school| A multiple case study. [Thesis]. Capella University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3434731
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
19.
Boysen, Colby J.
Teachers and Cheating| The Relationship Between the Classroom Environment and High School Student Cheating.
Degree: 2012, Loyola Marymount University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3491079
► Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most…
(more)
▼ Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers' role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students' opportunity to cheat. Educators will have a difficult time affecting students' desire to cheat until larger systemic problems with the current educational system are addressed.
Subjects/Keywords: Education, Instructional Design; Education, Secondary
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APA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Boysen, C. J. (2012). Teachers and Cheating| The Relationship Between the Classroom Environment and High School Student Cheating. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3491079
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Boysen, Colby J. “Teachers and Cheating| The Relationship Between the Classroom Environment and High School Student Cheating.” 2012. Thesis, Loyola Marymount University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3491079.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Boysen, Colby J. “Teachers and Cheating| The Relationship Between the Classroom Environment and High School Student Cheating.” 2012. Web. 06 Mar 2021.
Vancouver:
Boysen CJ. Teachers and Cheating| The Relationship Between the Classroom Environment and High School Student Cheating. [Internet] [Thesis]. Loyola Marymount University; 2012. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3491079.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Boysen CJ. Teachers and Cheating| The Relationship Between the Classroom Environment and High School Student Cheating. [Thesis]. Loyola Marymount University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3491079
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
20.
Ingebrand, Sharon Sue.
Instructional coaching| A look at teaching practices and impact on student achievement.
Degree: 2013, University of Northern Iowa
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3535649
► The traditional one-shot teacher trainings aimed at telling teachers what they need to do to get better are not only frustrating to teachers, but…
(more)
▼ The traditional one-shot teacher trainings aimed at telling teachers what they need to do to get better are not only frustrating to teachers, but are ineffective for improving classroom practices or student learning. Experts have advocated for effective professional learning to be job-embedded and intensively focused on the goal of meeting the learning needs of teachers and students. As the body of evidence around intense, ongoing, job-embedded professional learning grows, more school districts are placing instructional coaches in schools in hope of improving teachers' practices and student learning. The purpose of this mixed methods study was to: (1) determine if student achievement in reading and math was impacted as a result of instructional coaching in the middle schools, (2) examine classroom implementation of research-based instructional strategies, and (3) discern teachers' perceptions regarding the effectiveness of the instructional coaching program. This study examined 22 sixth and seventh grade language arts and math teachers in a mid-size district that hosts an instructional coaching program. The data analysis was multi-leveled with three key levels of data interpretation. The first level was a detailed analysis of each question separately: (1) achievement data was examined to determine impact on achievement; (2) classroom observations and interviews were utilized to examine teachers' application proposed strategies; and (3) a survey was administered to capture teachers' perceptions. The second level of analysis combined the qualitative and quantitative data. The final level of analysis triangulated all of the data sources to provide an in-depth understanding of instructional coaching. Although this study did not find significant increases in achievement, Summerset District has maintained high levels of achievement in spite of a plethora of barriers and challenges in the last six years. Evidence from classroom observations indicated the teachers have implemented the district- and coach-supported instructional strategies at varying degrees of effectiveness. Overall perceptions and ratings of the instructional coaching program were overwhelmingly positive. Specific comments were mostly positive, even on the recommendation sections, thus revealing that instructional coaches are an invaluable and relied upon resource for middle school math and language arts teachers.
Subjects/Keywords: Education, Instructional Design; Education, Leadership
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APA ·
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APA (6th Edition):
Ingebrand, S. S. (2013). Instructional coaching| A look at teaching practices and impact on student achievement. (Thesis). University of Northern Iowa. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3535649
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ingebrand, Sharon Sue. “Instructional coaching| A look at teaching practices and impact on student achievement.” 2013. Thesis, University of Northern Iowa. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=3535649.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ingebrand, Sharon Sue. “Instructional coaching| A look at teaching practices and impact on student achievement.” 2013. Web. 06 Mar 2021.
Vancouver:
Ingebrand SS. Instructional coaching| A look at teaching practices and impact on student achievement. [Internet] [Thesis]. University of Northern Iowa; 2013. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3535649.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ingebrand SS. Instructional coaching| A look at teaching practices and impact on student achievement. [Thesis]. University of Northern Iowa; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3535649
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pittsburgh
21.
Donald, Bridgett Faith.
Reflective Artmaking Coupled with Service-Learning| Making Community Visible.
Degree: 2017, University of Pittsburgh
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10645780
► Practitioners have agreed that service-learning programs or curricula guide students into developing a more robust connection to the community in which they live as…
(more)
▼ Practitioners have agreed that service-learning programs or curricula guide students into developing a more robust connection to the community in which they live as well as amongst other members of that community (Eyler, Giles, Stenson, & Gray, 2001). However, what isn’t known extensively is <i>how</i> these outcomes have been generated (Kiely, 2005a). Based upon Milne’s (2000) <i>reflective artmaking</i>, this arts-based ethnographic study introduces the terminology <i>reflective artmaking service-learning</i>, demonstrating how the coupled learning processes of reflective artmaking and service-learning respond to the call for research. The Capacities for Imaginative Learning (Holzer, 2009) facilitated my ethnographic analysis, providing specificity towards deconstructing the underlying mechanisms of processing and filtering. Conducted in Texas among Christian homeschool students, this study inquires, how does reflective artmaking coupled with service-learning help to make the underlying concept of “community” visible? This ethnographic study focuses on the educative (Dewey, 1938) value of an arts-infused program with Christian homeschooled youth (ages 11-17) in Texas. Significant findings include the ways in which experiential learning based on a constructivist epistemology and a focus on the self was a suitable, but yet limiting, theoretical framework. Suggestions include ways to use reflective artmaking coupled with service-learning to enhance the authenticity and applicability of projects and thus to enhance student interest and ownership. This study provides a broad set practitioners in educational programs and public, private, and home schools with practical, innovative, substantive, and customizable methods of incorporating arts-based reflection on civic engagement within their teaching practices.
Subjects/Keywords: Art education; Instructional design; Education
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APA ·
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Export
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APA (6th Edition):
Donald, B. F. (2017). Reflective Artmaking Coupled with Service-Learning| Making Community Visible. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10645780
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Donald, Bridgett Faith. “Reflective Artmaking Coupled with Service-Learning| Making Community Visible.” 2017. Thesis, University of Pittsburgh. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=10645780.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Donald, Bridgett Faith. “Reflective Artmaking Coupled with Service-Learning| Making Community Visible.” 2017. Web. 06 Mar 2021.
Vancouver:
Donald BF. Reflective Artmaking Coupled with Service-Learning| Making Community Visible. [Internet] [Thesis]. University of Pittsburgh; 2017. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10645780.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Donald BF. Reflective Artmaking Coupled with Service-Learning| Making Community Visible. [Thesis]. University of Pittsburgh; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10645780
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
22.
Espino, Danielle Pascual.
Best Practices in Developing Global Collaborations in Education.
Degree: 2018, Pepperdine University
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10831551
► This purpose of this study was to examine the best practices used by facilitators of global collaborations in education. Four research questions were examined…
(more)
▼ This purpose of this study was to examine the best practices used by facilitators of global collaborations in education. Four research questions were examined to address this purpose, which included: (a) challenges faced by facilitators in developing online international collaborations in education (b) current strategies used by facilitators in developing online international collaborations in education (c) how success is measured and tracked (d) recommendations for future online international collaborations in education. This qualitative, phenomenological study utilized a purposive sample of 14 participants who were ISTE (International Society for Technology in Education) award recipients or conference presenters between 2014–2017 affiliated with global collaboration. Data collection was done through a semi-structured interview protocol comprised of six questions. The recorded interviews were transcribed, coded and analyzed to determine 27 total themes that emerged from the data. With some themes reinforced by literature and some unique to the study, results led to establishing “dimensions of leading global collaboration.” This includes two primary dimensions: (a) the responsibilities dimension, which entails the tasks and logistical aspects needed in global collaboration efforts, such as planning, practices during the collaboration, and logistical considerations (b) the characteristics dimension, which refers to the qualities that characterize a good global collaboration leader and partner, such as empathy, accountability, and willingness to take risks. Additionally, this study highlights the importance of people and developing a peer to peer network in the dynamic among facilitators (who should be seen as leaders) of global collaboration.
Subjects/Keywords: Instructional design; Multicultural Education; Education
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APA (6th Edition):
Espino, D. P. (2018). Best Practices in Developing Global Collaborations in Education. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10831551
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Espino, Danielle Pascual. “Best Practices in Developing Global Collaborations in Education.” 2018. Thesis, Pepperdine University. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=10831551.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Espino, Danielle Pascual. “Best Practices in Developing Global Collaborations in Education.” 2018. Web. 06 Mar 2021.
Vancouver:
Espino DP. Best Practices in Developing Global Collaborations in Education. [Internet] [Thesis]. Pepperdine University; 2018. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10831551.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Espino DP. Best Practices in Developing Global Collaborations in Education. [Thesis]. Pepperdine University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10831551
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pennsylvania
23.
Givens, Susan K.
Suburban Teacher Perceptions of Current Trends in High School Reform.
Degree: 2018, University of Pennsylvania
URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10825854
► Over the past several decades there has been a continuous stream of government mandates aimed to improve equity, access, accountability, transparency, student performance, and/or…
(more)
▼ Over the past several decades there has been a continuous stream of government mandates aimed to improve equity, access, accountability, transparency, student performance, and/or expand the responsibilities of public schools. These externally mandated school reforms have largely excluded the voice of teachers and administrators both in problem definition and in the modifications needed to address them. Further, reform literature is predominantly focused on improving or addressing urban school challenges, so little is known about the challenges and needs of suburban schools. The gaps in the literature related to teacher voice and suburban contexts in high school reform form the basis of this inquiry. Therefore, this study examines suburban teacher perceptions of four specific, popular reform ideas being introduced in high schools across the United States. This exploratory mixed methods study gathered data from 165 suburban public high school teachers working in 20 different high schools in Massachusetts using an anonymous survey instrument. Three findings emerged from the study: 1) successful suburban teachers welcome consensus high school reform ideas that they believe to be favorable for student learning, growth, and development though they note significant challenges in regard to time; 2) suburban teachers experience anxiety when reforms alter structures or methods that they rely on to ensure all students meet high school outcomes for graduation and college entrance requirements; and 3) suburban teachers’ perceptions of consensus high school reform ideas are shaped by the ways in which the reforms impact academic disciplines. This study found that suburban public school teachers view the four reform ideas presented in this study as likely having a positive impact on teaching and learning in their school; however, they noted several implementation challenges that would need to be considered to ensure the efficacy of those reforms.
Subjects/Keywords: Instructional design; Education; Secondary education
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APA (6th Edition):
Givens, S. K. (2018). Suburban Teacher Perceptions of Current Trends in High School Reform. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10825854
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Givens, Susan K. “Suburban Teacher Perceptions of Current Trends in High School Reform.” 2018. Thesis, University of Pennsylvania. Accessed March 06, 2021.
http://pqdtopen.proquest.com/#viewpdf?dispub=10825854.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Givens, Susan K. “Suburban Teacher Perceptions of Current Trends in High School Reform.” 2018. Web. 06 Mar 2021.
Vancouver:
Givens SK. Suburban Teacher Perceptions of Current Trends in High School Reform. [Internet] [Thesis]. University of Pennsylvania; 2018. [cited 2021 Mar 06].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10825854.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Givens SK. Suburban Teacher Perceptions of Current Trends in High School Reform. [Thesis]. University of Pennsylvania; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10825854
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Washington
24.
Sibbett, Lisa.
Facilitating Social Issues Discussions in the Heterogeneous Classroom.
Degree: PhD, 2020, University of Washington
URL: http://hdl.handle.net/1773/45960
► This dissertation is comprised of three papers, each drawing on a qualitative case study of experienced teachers’ social-justice-oriented discussion facilitation practice. The first paper, entitled…
(more)
▼ This dissertation is comprised of three papers, each drawing on a qualitative case study of experienced teachers’ social-justice-oriented discussion facilitation practice. The first paper, entitled “Facilitating Socially Just Discussions in Elite Schools: Practical Wisdom from an Experienced Teacher and Her Students,” describes how a teacher at an elite private school, facilitated a socially just classroom discussion of a speech by Malcolm X. I show how she supported her 8th grade Global Studies students to develop “activist ally” perspectives on the social world and to recognize one another – especially students with marginalized identities – as legitimate knowers. Drawing on Nancy’s model of wise practice, I conclude with recommendations for educators. The second paper is entitled “Mr. Crane’s Dilemma: From Injustice Threats to Responsive Social Issues Discussions.” This conceptual paper uses the case of a teacher’s instructional dilemma to accomplish three goals: to identify a vicious cycle that vexes social issues discussions; to surface the limitations of common pedagogical responses; and to propose an alternative approach I call responsive social issues discussions. In contrast to the rosy picture of egalitarian classroom discussion sometimes portrayed in democratic
education literature, I show how polarization and inequality pose injustice threats in the form of, respectively, motivated reasoning and epistemic injustice. Together, I argue, these produce a vicious cycle of non-expressiblity and non-responsiveness that corrodes democracy. After surfacing Mr. Crane’s bad pedagogical options, I propose responsive social issues discussions as a way forward. The third paper is entitled “Critical Democratic
Education in Practice: Experienced Teachers’ Adaptive Expertise.” While a growing body of democratic
education research has expressed a critical turn, research has supplied little information about what educators with social justice commitments actually do as they attempt to enact democratic
education in classrooms. This paper reports results of a qualitative case study depicting three experienced teachers’ efforts to enact critical democratic
education in practice. Data from classroom observations and interviews with teacher-participants show how these teachers aimed to adapt their practice to students’ heterogeneous positionalities. I identify several practices teachers enacted, and highlight one, “critical micro-inquiry,” as offering particular affordances for critical democratic
education in heterogeneous classrooms.
Advisors/Committee Members: Parker, Walter C (advisor).
Subjects/Keywords:
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APA ·
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APA (6th Edition):
Sibbett, L. (2020). Facilitating Social Issues Discussions in the Heterogeneous Classroom. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/45960
Chicago Manual of Style (16th Edition):
Sibbett, Lisa. “Facilitating Social Issues Discussions in the Heterogeneous Classroom.” 2020. Doctoral Dissertation, University of Washington. Accessed March 06, 2021.
http://hdl.handle.net/1773/45960.
MLA Handbook (7th Edition):
Sibbett, Lisa. “Facilitating Social Issues Discussions in the Heterogeneous Classroom.” 2020. Web. 06 Mar 2021.
Vancouver:
Sibbett L. Facilitating Social Issues Discussions in the Heterogeneous Classroom. [Internet] [Doctoral dissertation]. University of Washington; 2020. [cited 2021 Mar 06].
Available from: http://hdl.handle.net/1773/45960.
Council of Science Editors:
Sibbett L. Facilitating Social Issues Discussions in the Heterogeneous Classroom. [Doctoral Dissertation]. University of Washington; 2020. Available from: http://hdl.handle.net/1773/45960
Purdue University
25.
Kozan, Kadir.
The predictive power of the presences on cognitive load.
Degree: PhD, Curriculum & Instruction, 2015, Purdue University
URL: https://docs.lib.purdue.edu/open_access_dissertations/491
► The current study had a multi-purpose and complementary research agenda focusing on the predictive power of teaching, cognitive and social presence on intrinsic, extraneous…
(more)
▼ The current study had a multi-purpose and complementary research agenda focusing on the predictive power of teaching, cognitive and social presence on intrinsic, extraneous and germane cognitive load. More specifically, this study investigated the predictive relationships between the presences and cognitive load types through multiple regression analyses. This provided insights into the predictive validity of the presences with regard to cognitive load. Five graduate-level fully online courses delivering instruction in the field of learning,
design and technology comprised the research context. Data from 103 graduate students were used for multiple regression purposes. Results revealed that (a) the presences can significantly predict extraneous and germane load with and without perceived learning and satisfaction; (b) the presences can significantly predict intrinsic load as a group without controlling for perceived learning and satisfaction, and together with perceived learning and satisfaction after controlling for it; (c) cognitive presence is the best predictor of both intrinsic and germane load with increased cognitive presence associated with increased intrinsic and germane load; (d) teaching presence is the best predictor of extraneous load with increases in teaching presence associated with decreases in extraneous load; and (e) perceived learning and satisfaction are significant predictors of extraneous and germane load especially while showing a strong trend to be significant predictors of intrinsic load. Overall, the current results suggested a strong and joint predictive power of the presences on cognitive load with or without perceived learning and satisfaction. All of the presences may not strongly relate to or predict cognitive load types individually though. This may imply a strong interrelation among the presences, and that the presences can work quite effectively all together in relation to cognitive load. Perceived learning and satisfaction appear to be strong collaborators with the presences as well. All these insights warrant future research in different learning contexts, possibly integrating other potential variables as well, which would foster cross-validation.
Advisors/Committee Members: Jennifer C. Richardson, Jennifer C. Richardson, Timothy J. Newby, William Watson, Aman Yadav, Karen Swan.
Subjects/Keywords: Instructional Design; Education Technology; Education
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APA (6th Edition):
Kozan, K. (2015). The predictive power of the presences on cognitive load. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/491
Chicago Manual of Style (16th Edition):
Kozan, Kadir. “The predictive power of the presences on cognitive load.” 2015. Doctoral Dissertation, Purdue University. Accessed March 06, 2021.
https://docs.lib.purdue.edu/open_access_dissertations/491.
MLA Handbook (7th Edition):
Kozan, Kadir. “The predictive power of the presences on cognitive load.” 2015. Web. 06 Mar 2021.
Vancouver:
Kozan K. The predictive power of the presences on cognitive load. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2021 Mar 06].
Available from: https://docs.lib.purdue.edu/open_access_dissertations/491.
Council of Science Editors:
Kozan K. The predictive power of the presences on cognitive load. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/491
University of Manchester
26.
Wilson, Jacqueline Anne.
Core Design Aspects.
Degree: 2011, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:122016
► This statement gives an overall summary of the aims and achievements of the research work and scholarship carried out by the author during her time…
(more)
▼ This statement gives an overall summary of the aims
and achievements of the research work and scholarship carried out
by the author during her time at The University of Manchester (and
UMIST – now part of The University of Manchester) for which the
publications presented give evidence. The research has been about
exploring the design process, the activities and issues, and
elements involved – from both an industry and student point of
view. The publications explore design pedagogy, the skills required
by designers and how these might fit into a curriculum for design
today.In three parts it summarises the publications presented,
reviews the main aspects of design and the current state of
knowledge and research in design and summarises the core aspects as
distilled from over 36 years practice, research and scholarship.The
driver for much of the research undertaken has been to gain a
better understanding of the core aspects of design – what key
knowledge and skills are required by designers to allow the
consistent design of better products and services which enhance the
experiences of users. The work presented investigates design and
design methods: the activities and processes and the elements
involved. It considers responses to designs, the emotional aspect
of design - why some designs are preferred over others, why some
colour combinations are more desirable, and why repetition is so
important to the human psyche. Underpinning the work presented are
three research questions.• Are design rules and processes generic
for whatever is being designed?• Can a better understanding of
design theory and the emotional response to designs ensure a more
effective process and thus lead to stronger designs?• Can students
be educated to be better design thinkers and ultimately better
designers? It concludes that:• ‘design’ is a process;• design is a
problem-solving process and problem-solving is a design process;•
for the most effective outcomes a creative and structured approach
is required;• this process is based on generic rules and principles
which are applicable across all discipline areas;•
collaborative/cross disciplinary elements reinforce the concept
that there are processes involved that are not unique to
individuals or discipline specific; • a greater understanding of
the process is of benefit to all individuals and organisations;•
any design/problem solving activity will normally result in more
than one solution option.The results of the research have informed
the author’s teaching practice and have been disseminated through
publications to benefit the wider education arena. The work
presented aims to inform students and design education
practitioners.
Conference paper1. Collis, A., Hiley, A., Wilson,
J. (2007) ‘Through the wardrobe: a generic platform to foster the
evolution of creative problem solving skills’ Creativity or
Conformity? Building Cultures of Creativity in Higher Education’.
University of Wales Institute, Cardiff 8-10 January. Available at…
Advisors/Committee Members: Sinha, Pammi.
Subjects/Keywords: design; design theory; design process; design methods; emotional aspects of design; responses to design design education; design education
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wilson, J. A. (2011). Core Design Aspects. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:122016
Chicago Manual of Style (16th Edition):
Wilson, Jacqueline Anne. “Core Design Aspects.” 2011. Doctoral Dissertation, University of Manchester. Accessed March 06, 2021.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:122016.
MLA Handbook (7th Edition):
Wilson, Jacqueline Anne. “Core Design Aspects.” 2011. Web. 06 Mar 2021.
Vancouver:
Wilson JA. Core Design Aspects. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2021 Mar 06].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:122016.
Council of Science Editors:
Wilson JA. Core Design Aspects. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:122016
University of Manchester
27.
Wilson, Jacqueline Anne.
Core design aspects.
Degree: PhD, 2011, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/core-design-aspects(2b99527b-6153-45c0-895b-3ebb43207557).html
;
http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538498
► This statement gives an overall summary of the aims and achievements of the research work and scholarship carried out by the author during her time…
(more)
▼ This statement gives an overall summary of the aims and achievements of the research work and scholarship carried out by the author during her time at The University of Manchester (and UMIST - now part of The University of Manchester) for which the publications presented give evidence. The research has been about exploring the design process, the activities and issues, and elements involved - from both an industry and student point of view. The publications explore design pedagogy, the skills required by designers and how these might fit into a curriculum for design today.In three parts it summarises the publications presented, reviews the main aspects of design and the current state of knowledge and research in design and summarises the core aspects as distilled from over 36 years practice, research and scholarship.The driver for much of the research undertaken has been to gain a better understanding of the core aspects of design - what key knowledge and skills are required by designers to allow the consistent design of better products and services which enhance the experiences of users. The work presented investigates design and design methods: the activities and processes and the elements involved. It considers responses to designs, the emotional aspect of design - why some designs are preferred over others, why some colour combinations are more desirable, and why repetition is so important to the human psyche. Underpinning the work presented are three research questions. • Are design rules and processes generic for whatever is being designed? • Can a better understanding of design theory and the emotional response to designs ensure a more effective process and thus lead to stronger designs? • Can students be educated to be better design thinkers and ultimately better designers? It concludes that: • 'design' is a process; • design is a problem-solving process and problem-solving is a design process; • for the most effective outcomes a creative and structured approach is required; • this process is based on generic rules and principles which are applicable across all discipline areas; • collaborative/cross disciplinary elements reinforce the concept that there are processes involved that are not unique to individuals or discipline specific; • a greater understanding of the process is of benefit to all individuals and organisations; • any design/problem solving activity will normally result in more than one solution option. The results of the research have informed the author's teaching practice and have been disseminated through publications to benefit the wider education arena. The work presented aims to inform students and design education practitioners.
Subjects/Keywords: 620; design; design theory; design process; design methods; emotional aspects of design; responses to design design education; design education
Record Details
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wilson, J. A. (2011). Core design aspects. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/core-design-aspects(2b99527b-6153-45c0-895b-3ebb43207557).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538498
Chicago Manual of Style (16th Edition):
Wilson, Jacqueline Anne. “Core design aspects.” 2011. Doctoral Dissertation, University of Manchester. Accessed March 06, 2021.
https://www.research.manchester.ac.uk/portal/en/theses/core-design-aspects(2b99527b-6153-45c0-895b-3ebb43207557).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538498.
MLA Handbook (7th Edition):
Wilson, Jacqueline Anne. “Core design aspects.” 2011. Web. 06 Mar 2021.
Vancouver:
Wilson JA. Core design aspects. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2021 Mar 06].
Available from: https://www.research.manchester.ac.uk/portal/en/theses/core-design-aspects(2b99527b-6153-45c0-895b-3ebb43207557).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538498.
Council of Science Editors:
Wilson JA. Core design aspects. [Doctoral Dissertation]. University of Manchester; 2011. Available from: https://www.research.manchester.ac.uk/portal/en/theses/core-design-aspects(2b99527b-6153-45c0-895b-3ebb43207557).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538498
Liberty University
28.
Morgan, Mary Kate Elizabeth.
Nexgen Create: Graphic Design Interface.
Degree: 2020, Liberty University
URL: https://digitalcommons.liberty.edu/masters/685
► Students today do not have many options for college or career preparation in the artistic or creative fields. There are many options when it comes…
(more)
▼ Students today do not have many options for college or career preparation in the artistic or creative fields. There are many options when it comes to creative careers that students and parents do not know about. There were 266,300 graphic designers recorded in the US in 2019. Based on the additional graphic designers entering the field and those retiring, in the next 10 years, it is expected that the US will need 16,700 new graphic designers to fill those positions. (See Graphic Designer Overview) This project focuses on teaching the next generation skills in graphic design to apply to college and their future careers. This will be a stepping stone to get them where they want to go. It will also show the students; they can choose what they love as a career.
Subjects/Keywords: Graphic Design; Middle School Education; Graphic Design Education; Online Education; Art and Design; Graphic Design
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APA ·
Chicago ·
MLA ·
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CSE |
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Manager
APA (6th Edition):
Morgan, M. K. E. (2020). Nexgen Create: Graphic Design Interface. (Masters Thesis). Liberty University. Retrieved from https://digitalcommons.liberty.edu/masters/685
Chicago Manual of Style (16th Edition):
Morgan, Mary Kate Elizabeth. “Nexgen Create: Graphic Design Interface.” 2020. Masters Thesis, Liberty University. Accessed March 06, 2021.
https://digitalcommons.liberty.edu/masters/685.
MLA Handbook (7th Edition):
Morgan, Mary Kate Elizabeth. “Nexgen Create: Graphic Design Interface.” 2020. Web. 06 Mar 2021.
Vancouver:
Morgan MKE. Nexgen Create: Graphic Design Interface. [Internet] [Masters thesis]. Liberty University; 2020. [cited 2021 Mar 06].
Available from: https://digitalcommons.liberty.edu/masters/685.
Council of Science Editors:
Morgan MKE. Nexgen Create: Graphic Design Interface. [Masters Thesis]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/masters/685
Arizona State University
29.
Christensen, Tamara Fawn.
Designerly Ways of Teaching: Reflecting on folk pedagogies
in design education.
Degree: Design, 2020, Arizona State University
URL: http://repository.asu.edu/items/57319
► The profession known as industrial design is undergoing a transformation. Design thinking and strategy are replacing form giving and styling. Critics are calling for curricular…
(more)
▼ The profession known as industrial design is
undergoing a transformation. Design thinking and strategy are
replacing form giving and styling. Critics are calling for
curricular reform to meet the changing needs of practice, yet
surprisingly little knowledge is available about how and why design
teachers do what they do. In an effort to frame the problem of
(re)designing design education, this study provides a framework for
understanding the pedagogical beliefs and preferences of design
students and educators utilizing Bruner’s four folk pedagogies.
This study also provides evidence that the practices of industrial
design teachers exhibit what Cross (2006) has described as
‘designerly ways of knowing.’
Subjects/Keywords: Design; Education; design education; design history; designerly; education; folk pedagogy; industrial design
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Christensen, T. F. (2020). Designerly Ways of Teaching: Reflecting on folk pedagogies
in design education. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/57319
Chicago Manual of Style (16th Edition):
Christensen, Tamara Fawn. “Designerly Ways of Teaching: Reflecting on folk pedagogies
in design education.” 2020. Doctoral Dissertation, Arizona State University. Accessed March 06, 2021.
http://repository.asu.edu/items/57319.
MLA Handbook (7th Edition):
Christensen, Tamara Fawn. “Designerly Ways of Teaching: Reflecting on folk pedagogies
in design education.” 2020. Web. 06 Mar 2021.
Vancouver:
Christensen TF. Designerly Ways of Teaching: Reflecting on folk pedagogies
in design education. [Internet] [Doctoral dissertation]. Arizona State University; 2020. [cited 2021 Mar 06].
Available from: http://repository.asu.edu/items/57319.
Council of Science Editors:
Christensen TF. Designerly Ways of Teaching: Reflecting on folk pedagogies
in design education. [Doctoral Dissertation]. Arizona State University; 2020. Available from: http://repository.asu.edu/items/57319
The Ohio State University
30.
Singh, Sapna.
Future And Value Of Graduate Design EducationMaster of
Design 2031.
Degree: MFA, Design, 2016, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461202275
► “Design is a problem–solving process and the fundamental skills of the designer are the ability to look for meaningful problems, frame them into appropriate contexts,…
(more)
▼ “
Design is a problem–solving process and the
fundamental skills of the designer are the ability to look for
meaningful problems, frame them into appropriate contexts, and
design a process for developing and implementing a solution”
(Irwin, 2015). This definition of
design and the role of the
designer are a significant departure from its original definition
by the Bauhaus where the objective of all creative effort in the
visual arts was to give form to space and where the source of
creative imagination was in developing a proficiency in the craft
(Gropius, Bayer, & Gropius, 1938).
Design as a discipline has
evolved and is expanding its impact from individual physical
objects and spaces to experiences and organizations. There is
increasing interest in
design thinking and human-centered
design
methodologies. Organizations are discovering the value and
potential of
design.Although definition and the sphere of
design
influence have changed,
design education has remained rooted in the
craft skills.
Design education has two trains of thought: the
foundation and the progression. The foundation skills of
observation and application have remained consistent through the
history of
design but the progression of
design is in constant
change (Foster,O.,2015 as cited by Currey, 2015). “If
design is to
live up to its promise it must create new, enduring curricula for
design education that merge science and technology, art and
business, and indeed, all the knowledge of the university” (Norman
& Klemmer, 2014). What is that promise that
design has to
offer? How can
design schools lay the foundation to deliver that
promise? How can or should
design education prepare future
designers for this expanding sphere of
design influence? This
research attempts to addresses these questions by exploring the
future and value of graduate
design education. This
multidisciplinary research and
design thesis combined
design
research methodologies with business strategy concepts and tools
for developing plausible future scenarios. The future scenarios
were translated into future roles for designers. The roles formed
the basis for developing a framework for exploration of graduate
design programs and strategic planning for
design schools and
universities.
Design research conducted for this research combined
an information-based and inspiration-based approach (Sanders E.
B.-N., 2005). Four stakeholders groups – students, faculty members,
alumni and industry members - participated in the research.
Stakeholders visualized the future of graduate
design education in
a participatory
design exercise using a generative
design make
toolkit (Sanders & Stappers, 2012) in the inspiration-based
approach. The information-based approach utilized survey and
conversational interview to reflect on current experience and
future aspirations. Common themes were observed in the findings
from the two approaches. These themes along with influencing
factors and trends formed the basis for developing future scenarios
translated into four future roles for designers: traditional…
Advisors/Committee Members: Sanders, Elizabeth (Advisor).
Subjects/Keywords: Design; Education; Future of graduate design education, futuring, design
research and business strategy, design education, generative design
research, participatory design
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Singh, S. (2016). Future And Value Of Graduate Design EducationMaster of
Design 2031. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1461202275
Chicago Manual of Style (16th Edition):
Singh, Sapna. “Future And Value Of Graduate Design EducationMaster of
Design 2031.” 2016. Masters Thesis, The Ohio State University. Accessed March 06, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1461202275.
MLA Handbook (7th Edition):
Singh, Sapna. “Future And Value Of Graduate Design EducationMaster of
Design 2031.” 2016. Web. 06 Mar 2021.
Vancouver:
Singh S. Future And Value Of Graduate Design EducationMaster of
Design 2031. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2021 Mar 06].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461202275.
Council of Science Editors:
Singh S. Future And Value Of Graduate Design EducationMaster of
Design 2031. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461202275
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Open Access Theses and Dissertations