subject:(Foundation)

Addis Ababa University

1. Endalkachew, Taye. A STUDY ON THE DESIGN AND ADVANTAGE OF CONICAL TYPE SHELL FOUNDATION USING ANALYTICAL AND FEM .

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4085

► This thesis introduces shell foundations in general and conical type shell foundation in particular as an alternative to the conventional plain foundation. The different types… (more)

Subjects/Keywords: SHELL FOUNDATION; FEM

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APA (6^th Edition):

Endalkachew, T. (2013). A STUDY ON THE DESIGN AND ADVANTAGE OF CONICAL TYPE SHELL FOUNDATION USING ANALYTICAL AND FEM . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Endalkachew, Taye. “A STUDY ON THE DESIGN AND ADVANTAGE OF CONICAL TYPE SHELL FOUNDATION USING ANALYTICAL AND FEM .” 2013. Thesis, Addis Ababa University. Accessed March 08, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Endalkachew, Taye. “A STUDY ON THE DESIGN AND ADVANTAGE OF CONICAL TYPE SHELL FOUNDATION USING ANALYTICAL AND FEM .” 2013. Web. 08 Mar 2021.

Vancouver:

Endalkachew T. A STUDY ON THE DESIGN AND ADVANTAGE OF CONICAL TYPE SHELL FOUNDATION USING ANALYTICAL AND FEM . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Mar 08]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4085.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Endalkachew T. A STUDY ON THE DESIGN AND ADVANTAGE OF CONICAL TYPE SHELL FOUNDATION USING ANALYTICAL AND FEM . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4085

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Brno University of Technology

2. Zeman, Kryštof. Návrh desktopových aplikací s využitím knihovny pro workflow: Design of desktop applications using the workflow library.

Degree: 2018, Brno University of Technology

URL: http://hdl.handle.net/11012/26569

► The theoretical part of the thesis generally focuses on history and development of work- flow library, briefly describing most important features and options, which gives… (more)

Subjects/Keywords: Windows Workflow Foundation; Windows Presentation Foundation; Windows Commu- nication Foundation; C#; .NET 4.0; WPF; Windows Workflow Foundation; Windows Presentation Foundation; Windows Commu- nication Foundation; C#; .NET 4.0; WPF

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APA (6^th Edition):

Zeman, K. (2018). Návrh desktopových aplikací s využitím knihovny pro workflow: Design of desktop applications using the workflow library. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/26569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Zeman, Kryštof. “Návrh desktopových aplikací s využitím knihovny pro workflow: Design of desktop applications using the workflow library.” 2018. Thesis, Brno University of Technology. Accessed March 08, 2021. http://hdl.handle.net/11012/26569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Zeman, Kryštof. “Návrh desktopových aplikací s využitím knihovny pro workflow: Design of desktop applications using the workflow library.” 2018. Web. 08 Mar 2021.

Vancouver:

Zeman K. Návrh desktopových aplikací s využitím knihovny pro workflow: Design of desktop applications using the workflow library. [Internet] [Thesis]. Brno University of Technology; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/11012/26569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zeman K. Návrh desktopových aplikací s využitím knihovny pro workflow: Design of desktop applications using the workflow library. [Thesis]. Brno University of Technology; 2018. Available from: http://hdl.handle.net/11012/26569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

3. Vermeer, Emilie. Kleur. Een stand van zaken 1997-2008.

Degree: 2008, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/33528

Het kleurbeeld van de samenleving in de periode van 1997-2008 bepaald door recente bijdragen van stichting Sikkens Foundation en de verschuivingen in opvattingen over de betekenis van het verschijnsel kleur. Advisors/Committee Members: Bavelaar, Hestia.

Subjects/Keywords: Letteren; Kleur; Sikkens Foundation

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APA (6^th Edition):

Vermeer, E. (2008). Kleur. Een stand van zaken 1997-2008. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/33528

Chicago Manual of Style (16^th Edition):

Vermeer, Emilie. “Kleur. Een stand van zaken 1997-2008.” 2008. Masters Thesis, Universiteit Utrecht. Accessed March 08, 2021. http://dspace.library.uu.nl:8080/handle/1874/33528.

MLA Handbook (7^th Edition):

Vermeer, Emilie. “Kleur. Een stand van zaken 1997-2008.” 2008. Web. 08 Mar 2021.

Vancouver:

Vermeer E. Kleur. Een stand van zaken 1997-2008. [Internet] [Masters thesis]. Universiteit Utrecht; 2008. [cited 2021 Mar 08]. Available from: http://dspace.library.uu.nl:8080/handle/1874/33528.

Council of Science Editors:

Vermeer E. Kleur. Een stand van zaken 1997-2008. [Masters Thesis]. Universiteit Utrecht; 2008. Available from: http://dspace.library.uu.nl:8080/handle/1874/33528

Cornell University

4. Perez Cordoba, Xavier. Life-Cycle Cost Optimization For Foundation Engineering.

Degree: PhD, Civil and Environmental Engineering, 2013, Cornell University

URL: http://hdl.handle.net/1813/34381

► The use of reliability-based design (RBD) in foundation engineering offers several advantages over traditional methods. Uncertainties in the load and capacity terms of the design… (more)

▼ The use of reliability-based design (RBD) in foundation engineering offers several advantages over traditional methods. Uncertainties in the load and capacity terms of the design equations can be evaluated rationally using probability theory, and the resultant probability of failure is a comprehensible measure of risk for non-technical people. However, there are a few drawbacks that have not been addressed effectively so far. For example, it is necessary to select target safety levels, typically from the reliability implied in traditional design methods. Also, the resulting reliability is a nominal value that can be significantly different from the true reliability derived from observed failure rates. This issue is rarely mentioned in the literature, but it affects the utility of probability as a communication tool. In addition, costs are not considered explicitly in the design process, and calculations can be excessively complex and timeconsuming for simple projects. A new framework to determine optimum foundation designs that result in minimum life-cycle costs is presented herein. The traditional approach for design optimization is to minimize an objective function, such as the sum of initial costs and expected cost of failure. Existing optimization methods require a number of initial assumptions and use nominal probabilities of failure, leading to inaccurate results. In the proposed framework, the true probability of failure is estimated using Monte Carlo simulation (MCS) or the first order reliability method (FORM). This process considers the variability of input parameters and the probability of "human errors". Although optimum design parameters can be obtained with the proposed framework, it would not be used in practice often, because it requires knowledge of reliability methods. A simplified approach is necessary to avoid complex calculations and facilitate its widespread use in ordinary projects. Therefore, a simplified method for approximate economic optimization is proposed. In an effort to close the gap between research and practice in foundation engineering, all the calculations shown herein can be reproduced in a simple spreadsheet with nonlinear optimization capabilities. Advisors/Committee Members: Kulhawy, Fred Howard (coChair), Bisogni Jr, James John (coChair), Grigoriu, Mircea Dan (committee member), Stewart, Harry Eaton (committee member).

Subjects/Keywords: foundation engineerining; structural optimization; reliability

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APA (6^th Edition):

Perez Cordoba, X. (2013). Life-Cycle Cost Optimization For Foundation Engineering. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/34381

Chicago Manual of Style (16^th Edition):

Perez Cordoba, Xavier. “Life-Cycle Cost Optimization For Foundation Engineering.” 2013. Doctoral Dissertation, Cornell University. Accessed March 08, 2021. http://hdl.handle.net/1813/34381.

MLA Handbook (7^th Edition):

Perez Cordoba, Xavier. “Life-Cycle Cost Optimization For Foundation Engineering.” 2013. Web. 08 Mar 2021.

Vancouver:

Perez Cordoba X. Life-Cycle Cost Optimization For Foundation Engineering. [Internet] [Doctoral dissertation]. Cornell University; 2013. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1813/34381.

Council of Science Editors:

Perez Cordoba X. Life-Cycle Cost Optimization For Foundation Engineering. [Doctoral Dissertation]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/34381

Nelson Mandela Metropolitan University

5. Van Zyl, Marinda. Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice.

Degree: MA, Faculty of Education, 2012, Nelson Mandela Metropolitan University

URL: http://hdl.handle.net/10948/d1015954

► This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the… (more)

▼ This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the teachers and learners involved, emerged. Direct and indirect factors influencing the implementation of MWPs were acknowledged. Student teachers‟ reflections on classroom practices experienced during their teaching practice training period for their initial teaching qualification inspired me as lecturer to embark on my own journey of inquiry and study the phenomenon above. As this study was undertaken in South Africa, the need arose to take into consideration the changes that have occurred since 1994. Observations of how democratic values and desires feature, or do not feature, when engaging with the phenomenon had to be considered. This study also aimed to emphasise inequalities in everyday practice. The discovery of “good practice” (Cooper 2010:170) contributed towards addressing the factors that emerged as influencing the implementation of MWPs. Jansen‟s (2009:170) book Knowledge in the blood presents compelling reasons for disclosing the state of current practice and seeks alternatives to promote the required change in mathematics teaching, with one of the perspectives on mathematics education being the emphasis on implementing MWPs in the Foundation Phase. Teachers often extend their own preferences into practice and emphasise their “knowledge in the blood” as their view of good practice. Learners‟ needs and learner diversity are often overlooked. Learners‟ assessment scores, both nationally and internationally, have revealed more negative facts. These low scores have often been, and often still are, news flashes, contributing to a negative view of teachers and education. In order to address the widespread sentiment that there is “no hope for teachers” (Jansen 2011:19), and to avoid a recycling of negativity, “good practice” (Cooper 2010:170) is key to success. This study aimed to discover hope for teachers and learners. Advisors/Committee Members: Toni, NM Dr.

Subjects/Keywords: Education – Curriculum planning – Foundation phase.

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APA (6^th Edition):

Van Zyl, M. (2012). Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1015954

Chicago Manual of Style (16^th Edition):

Van Zyl, Marinda. “Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice.” 2012. Masters Thesis, Nelson Mandela Metropolitan University. Accessed March 08, 2021. http://hdl.handle.net/10948/d1015954.

MLA Handbook (7^th Edition):

Van Zyl, Marinda. “Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice.” 2012. Web. 08 Mar 2021.

Vancouver:

Van Zyl M. Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10948/d1015954.

Council of Science Editors:

Van Zyl M. Factors influencing the implementation of mathematical word problems in foundation phase classrooms : theory and practice. [Masters Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1015954

University of Waterloo

6. Kovalcik, Katherine. An Index of Groundworks and Bearings: Architectural lessons on foundation building in Vuntut Gwitchin traditional territory.

Degree: 2018, University of Waterloo

URL: http://hdl.handle.net/10012/13197

► The foundation mediates the relationship between a building and the land. It is a connection that is particularly challenging to ground in frozen soils. Bridging… (more)

▼ The foundation mediates the relationship between a building and the land. It is a connection that is particularly challenging to ground in frozen soils. Bridging the Arctic Circle in the Northern Yukon, Vuntut Gwitchin First Nation traditional territory is situated between overlapping realities of the North and the South. The lives and knowledge of the peoples who have inhabited this place for millennia are entangled with a shifting land, one that experiences both changing seasons and increasing warming trends. Distanced professional ‘experts’ also engage these critical issues of environmental change through research and design. Within this dynamic context, holes exist in the dominant, arborescent decision-making models for foundation systems framing design as a problem, with solutions that privilege techno-scientific knowledge. This thesis is a constellation of work informed by architectural research, conversations, and time spent over the course of two summer seasons in Old Crow, Yukon, and my experience out on the land with local citizens who live close to it. Written from the position of a ‘not-knower’ – a visiting student of architecture and the land – this thesis offers a series of questions, attunements, and prompts for the designer. The work culminates in an index of annotated deep sections that detail the reciprocal relationships between what is above and below the ground’s surface. An Index of Groundworks and Bearings suggests a deeper reading of the foundation as a site of dialogue between buildings, the hands and minds that build, and the land. These exchanges, both voiced and silent, involve multiple ways of knowing and relating to the land. The index is a non-comprehensive illustrated inventory of foundations encountered in this region that float above the shifting ground or search for stasis deep below grade. It explores a multiscalar meshwork of projected abstractions and foundational relationships with the land that architecture might build on. Ultimately, the intention of this thesis is to open the visiting architect’s awareness of different ways to touch the land, while questioning the foundations of architectural practice itself.

Subjects/Keywords: foundation design; permafrost; Old Crow

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APA (6^th Edition):

Kovalcik, K. (2018). An Index of Groundworks and Bearings: Architectural lessons on foundation building in Vuntut Gwitchin traditional territory. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/13197

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kovalcik, Katherine. “An Index of Groundworks and Bearings: Architectural lessons on foundation building in Vuntut Gwitchin traditional territory.” 2018. Thesis, University of Waterloo. Accessed March 08, 2021. http://hdl.handle.net/10012/13197.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kovalcik, Katherine. “An Index of Groundworks and Bearings: Architectural lessons on foundation building in Vuntut Gwitchin traditional territory.” 2018. Web. 08 Mar 2021.

Vancouver:

Kovalcik K. An Index of Groundworks and Bearings: Architectural lessons on foundation building in Vuntut Gwitchin traditional territory. [Internet] [Thesis]. University of Waterloo; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10012/13197.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kovalcik K. An Index of Groundworks and Bearings: Architectural lessons on foundation building in Vuntut Gwitchin traditional territory. [Thesis]. University of Waterloo; 2018. Available from: http://hdl.handle.net/10012/13197

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

7. Fekremariam, Negash. DESIGN AND ANALYSIS OF HEADWORK ON A CHALLENGING FOUNDATION CONDITION (The Case of Kuraz Project on Omo River) .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4966

► The foundation geology at a diversion site often dictates the type of dam suitable for that site. The strength, thickness, and inclination of strata; permeability;… (more)

▼ The foundation geology at a diversion site often dictates the type of dam suitable for that site. The strength, thickness, and inclination of strata; permeability; fracturing; and faulting are all important considerations in selecting the diversion structure type. Occasionally, like the problems in Kuraz project the foundation formation show clear distinction in vertical level of appearance of a given material, two clear distinct faults within its longitudinal span axis, the structure‟s immediate foundation is resting on alternating strong and weak formations with different bearing capacity exerting differential pressure creating overstress in the structure will create differential settlement and the existence of the sandy silt formation at different levels along the longitudinal axis creates a liquefaction prone soil during an Earth quake. The major objective of this project is to study the Design and analysis of a diversion head work or small dam on a challenging foundation condition especially solving the problem on Kuraz Project on Omo River by providing technically, economically and functionally plausible alternative solutions. In this research the following have been accomplished: important data were collected from existing documents, laboratory test results and other secondary data sources of the project and the final computation and the analysis is presented using Geo-Studio soft wares. Thus, the scope of the research will be limited to identifying or selection of appropriate headwork typology, hydraulic design and analysis of a foundation for the structures on the existing complex geology requiring very careful approach. In additions the research emphasizes to demonstrate theories, procedures and techniques through practical applications. For this particular challenging foundation conditions, it was proposed three different possible alternatives. which wereOn the rock foundation (right side) concrete weir and on the island and left side of the structure earth fill Dam, on the rock foundation (right side) concrete structure and on the island and left side of the structure earthrock fill structure and Entire weir structure which is proposed by WWDSE.Hence after design of all the three alternatives of the structures and analysis using GeoStudio software the results indicate that for the embankment part of the structures, the first alternative was selected as the most economical, functional and practical plausible alternative. Advisors/Committee Members: Dr.-Ing Negede Abate (advisor).

Subjects/Keywords: CHALLENGING FOUNDATION CONDITION; Kuraz project

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APA (6^th Edition):

Fekremariam, N. (2014). DESIGN AND ANALYSIS OF HEADWORK ON A CHALLENGING FOUNDATION CONDITION (The Case of Kuraz Project on Omo River) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fekremariam, Negash. “DESIGN AND ANALYSIS OF HEADWORK ON A CHALLENGING FOUNDATION CONDITION (The Case of Kuraz Project on Omo River) .” 2014. Thesis, Addis Ababa University. Accessed March 08, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fekremariam, Negash. “DESIGN AND ANALYSIS OF HEADWORK ON A CHALLENGING FOUNDATION CONDITION (The Case of Kuraz Project on Omo River) .” 2014. Web. 08 Mar 2021.

Vancouver:

Fekremariam N. DESIGN AND ANALYSIS OF HEADWORK ON A CHALLENGING FOUNDATION CONDITION (The Case of Kuraz Project on Omo River) . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Mar 08]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fekremariam N. DESIGN AND ANALYSIS OF HEADWORK ON A CHALLENGING FOUNDATION CONDITION (The Case of Kuraz Project on Omo River) . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Auburn University

8. Kiser, Brandon. Mindfulness Practices as Predictors of Resilience in Alabama Principals .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7304

► The purpose of this study was to determine how mindfulness predicts the resilience of Alabama principals. This study examined how Alabama principals rated themselves as… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Kiser, B. (2020). Mindfulness Practices as Predictors of Resilience in Alabama Principals . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7304

Chicago Manual of Style (16^th Edition):

Kiser, Brandon. “Mindfulness Practices as Predictors of Resilience in Alabama Principals .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7304.

MLA Handbook (7^th Edition):

Kiser, Brandon. “Mindfulness Practices as Predictors of Resilience in Alabama Principals .” 2020. Web. 08 Mar 2021.

Vancouver:

Kiser B. Mindfulness Practices as Predictors of Resilience in Alabama Principals . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7304.

Council of Science Editors:

Kiser B. Mindfulness Practices as Predictors of Resilience in Alabama Principals . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7304

Auburn University

9. Dawkins, Kristen. General Education Teachers’ Attitudes and Beliefs about Response to Intervention Implementation: An Elicitation Study .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7312

► Response to Intervention/Instruction (RtI) has been implemented in schools for several years. The framework varies slightly from state to state and district to district. It… (more)

▼ Response to Intervention/Instruction (RtI) has been implemented in schools for several years. The framework varies slightly from state to state and district to district. It also varies from school to school within school districts. Teachers are charged with implementing this tiered instructional approach. According to Ajzen’s (1991) Theory of Planned Behavior, a person’s willingness to engage in an activity can be dependent upon their attitudes, subjective norms, and perceived behavioral control related to that activity. This elicitation study explored general education classroom teachers’ attitudes, beliefs, and perceptions related to the implementation of the RtI process. It also explored the scope and frequency to which teachers report implementing the RtI process. A qualitative study was conducted in the form of an online questionnaire followed by interviews. The questionnaire was used to elicit responses from participants regarding their attitudes toward advantages and disadvantages related to the process, people they believe would approve or disapprove (subjective norms) of their implementation of the process, and circumstances they perceived as allowing implementation or making implementation difficult (perceived behavioral control). Responses were coded into categories and arranged in themes in order to answer the research questions. This study explored general education teachers’ beliefs, subjective norms, and perceived behavioral control as related to the implementation of Response to Intervention/Instruction at the pilot/exploratory level. The results for teachers’ perceived advantages and disadvantages of RtI, circumstances that allow for implementation or make implementation difficult, and people who would approve and disapprove of the teachers’ implementation of RtI were reported in the findings. Furthermore, specific data related to some teachers’ implementation of Tier II and Tier III intervention was reported. The findings from this study could help school leaders better understand how teachers’ perceptions and beliefs influence their practices related to RtI implementation. The findings can also help to influence current RtI policies and practices to better assist teachers and students. Furthermore, the results from this study could be used in future research in exploring the possible relationship between teacher beliefs and actual implementation. Advisors/Committee Members: Kensler, Lisa (advisor).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Dawkins, K. (2020). General Education Teachers’ Attitudes and Beliefs about Response to Intervention Implementation: An Elicitation Study . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7312

Chicago Manual of Style (16^th Edition):

Dawkins, Kristen. “General Education Teachers’ Attitudes and Beliefs about Response to Intervention Implementation: An Elicitation Study .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7312.

MLA Handbook (7^th Edition):

Dawkins, Kristen. “General Education Teachers’ Attitudes and Beliefs about Response to Intervention Implementation: An Elicitation Study .” 2020. Web. 08 Mar 2021.

Vancouver:

Dawkins K. General Education Teachers’ Attitudes and Beliefs about Response to Intervention Implementation: An Elicitation Study . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7312.

Council of Science Editors:

Dawkins K. General Education Teachers’ Attitudes and Beliefs about Response to Intervention Implementation: An Elicitation Study . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7312

Auburn University

10. Slear, James. Roles, Relationships, and Power: The Patterns of Knowledge Co-Construction in an Online Educational Leadership Course .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7318

► Social interaction is an essential component of learning, but the online learning environment presents challenges to creating meaningful interactions (Palloff & Pratt, 2003; Simonsen, 2015).… (more)

▼ Social interaction is an essential component of learning, but the online learning environment presents challenges to creating meaningful interactions (Palloff & Pratt, 2003; Simonsen, 2015). Researchers have long sought to improve online learning by promoting higher quality interaction. One thread of this research places social knowledge co-construction at the apex of learning quality indicators (Aviv et al., 2003; Schellens & Valcke, 2007; De Wever et al., 2009; Hull & Saxon, 2009). As students negotiate meaning and co-construct new knowledge, their discussion is a “subtle political interaction that brings many aspects of power, motivation and persuasion into play” (Stahl, 2003, p. 5). The dynamics of power in the co-construction of knowledge is an understudied area that should be explored so that instructors and instructional designers can continue to improve the quality of online learning. The purpose of this concurrent mixed-methods design was to examine ways in which differences in experience levels, patterns of participation, and fulfillment of assigned roles shape the patterns and degree of social knowledge co-construction achieved by graduate student professionals enrolled in online educational leadership course. Online course assignments were of two types, weekly paired case study discussions and whole-group major case study analyses. This provided two distinct datasets to address the study’s two research questions. In the weekly case study discussions, students were randomly paired and tasked to discuss an educational leadership case study. Each case study concerned topics found in various k-12 school settings and was tied to a particular leadership theory, which the course introduced. The level of social knowledge co-construction achieved by each pair was compared with the degree of power parity within each pair. Results found a small but statistically significant relationship between knowledge co-construction and power parity. In the major case study analyses, students were assigned to specialized discussion roles on a rotational basis. Analysis was split into phases with specified goals and instructions to move the analysis from problem identification through resolution. The discussion transcripts were evaluated for individual contributions to social knowledge co-construction. Social network analysis results found that when students assigned to serve as discussion catalysts, that is students tasked to identify and explore sources of disagreement or contention, made greater contributions to co-construction, more students made greater contributions overall. Likewise, a positive relationship was found between levels of participation and levels of knowledge co-construction. This study made several contributions to the current literature. It is the first known study to explore the potential effects of power parity on social knowledge co-construction. It demonstrated a novel method to improve how individual contributions to knowledge co-construction can be measured. It provided further evidence… Advisors/Committee Members: Reames, Ellen (advisor), Kensler, Lisa (committee), Shannon, David (committee), Marshall, David (committee), Pendola, Andrew (committee).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Slear, J. (2020). Roles, Relationships, and Power: The Patterns of Knowledge Co-Construction in an Online Educational Leadership Course . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7318

Chicago Manual of Style (16^th Edition):

Slear, James. “Roles, Relationships, and Power: The Patterns of Knowledge Co-Construction in an Online Educational Leadership Course .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7318.

MLA Handbook (7^th Edition):

Slear, James. “Roles, Relationships, and Power: The Patterns of Knowledge Co-Construction in an Online Educational Leadership Course .” 2020. Web. 08 Mar 2021.

Vancouver:

Slear J. Roles, Relationships, and Power: The Patterns of Knowledge Co-Construction in an Online Educational Leadership Course . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7318.

Council of Science Editors:

Slear J. Roles, Relationships, and Power: The Patterns of Knowledge Co-Construction in an Online Educational Leadership Course . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7318

Auburn University

11. Barnett, William Lee. Effects of Prior Learning Assessment on Graduation Rates of Adult Students in an Online Degree Program .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7345

► Technological advances and changes to America’s workforce have created a need for adult workers to upskill their abilities. Many of these adults address this need… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Barnett, W. L. (2020). Effects of Prior Learning Assessment on Graduation Rates of Adult Students in an Online Degree Program . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7345

Chicago Manual of Style (16^th Edition):

Barnett, William Lee. “Effects of Prior Learning Assessment on Graduation Rates of Adult Students in an Online Degree Program .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7345.

MLA Handbook (7^th Edition):

Barnett, William Lee. “Effects of Prior Learning Assessment on Graduation Rates of Adult Students in an Online Degree Program .” 2020. Web. 08 Mar 2021.

Vancouver:

Barnett WL. Effects of Prior Learning Assessment on Graduation Rates of Adult Students in an Online Degree Program . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7345.

Council of Science Editors:

Barnett WL. Effects of Prior Learning Assessment on Graduation Rates of Adult Students in an Online Degree Program . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7345

Auburn University

12. Gilbert, Sherrie. Students’ Satisfaction with Interactions in Online Courses at Historically Black Colleges and Universities (HBCUs) .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7354

► Student satisfaction is an important factor when analyzing online courses. Research has shown that student interactions in online courses are linked to overall satisfaction and… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Gilbert, S. (2020). Students’ Satisfaction with Interactions in Online Courses at Historically Black Colleges and Universities (HBCUs) . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7354

Chicago Manual of Style (16^th Edition):

Gilbert, Sherrie. “Students’ Satisfaction with Interactions in Online Courses at Historically Black Colleges and Universities (HBCUs) .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7354.

MLA Handbook (7^th Edition):

Gilbert, Sherrie. “Students’ Satisfaction with Interactions in Online Courses at Historically Black Colleges and Universities (HBCUs) .” 2020. Web. 08 Mar 2021.

Vancouver:

Gilbert S. Students’ Satisfaction with Interactions in Online Courses at Historically Black Colleges and Universities (HBCUs) . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7354.

Council of Science Editors:

Gilbert S. Students’ Satisfaction with Interactions in Online Courses at Historically Black Colleges and Universities (HBCUs) . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7354

Auburn University

13. Thornton, Amy. An Examination of the Relationship Between Online Course Design Standards and Student Educational Experiences .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7378

► This study investigated the perception of student learning experiences in Quality Matters (QM) certified courses. The purpose of this study was to determine what impact,… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Thornton, A. (2020). An Examination of the Relationship Between Online Course Design Standards and Student Educational Experiences . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7378

Chicago Manual of Style (16^th Edition):

Thornton, Amy. “An Examination of the Relationship Between Online Course Design Standards and Student Educational Experiences .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7378.

MLA Handbook (7^th Edition):

Thornton, Amy. “An Examination of the Relationship Between Online Course Design Standards and Student Educational Experiences .” 2020. Web. 08 Mar 2021.

Vancouver:

Thornton A. An Examination of the Relationship Between Online Course Design Standards and Student Educational Experiences . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7378.

Council of Science Editors:

Thornton A. An Examination of the Relationship Between Online Course Design Standards and Student Educational Experiences . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7378

Auburn University

14. Davis, Kimberly. The Identification and Implementation of Key Characteristics of Exemplary Career and Technical Education Programs in Rural Areas .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7379

► The increased demand for a skilled workforce has placed new challenges on rural school districts. Students are provided the opportunity to obtain the skills required… (more)

▼ The increased demand for a skilled workforce has placed new challenges on rural school districts. Students are provided the opportunity to obtain the skills required to fill the workforce needs through exemplary career and technical education programs. The purpose of this study was to identify key characteristics of exemplary career and technical education programs in rural areas using the criteria for the Advance CTE Excellence in Action Award as the basis for the study. The descriptive case study design allowed the researcher to provide a rich illustration of exemplary career technical education programs through the eyes of key stakeholders. Data collection from multiple sources included (1) interviews with key stakeholders including career technical directors and career technical program teachers; (2) field observations of students, teachers, and administrators in the identified programs; (3) archival data such as career readiness indicator reports, core indicator reports, and student placement reports from participant career technical education centers in rural Alabama. Findings from this study indicated that six of the eight criteria used for the Advance CTE Excellence in Action Award were directly evident in the data collected through the interviews with career technical directors and teachers. While one of the remaining two criteria was evident in the documents analyzed during the triangulation of data, the other remaining criteria were implied by the structure and progression of the programs. The findings of this study indicate that high-quality career and technical education programs included 1) partnerships with industry, education, and community members, 2) college and career readiness, 3) a real-world environment, 4) specific program characteristics including programs of study that provide a rigorous and relevant curriculum which integrates academic and technical skills creating a clear pathway through secondary education to postsecondary education or the workforce. The findings of this study also included additional elements of exemplary career and technical education. These additional elements were 1) integration of career and technical student organizations, 2) evaluation and 3) specific program characteristics. These additional specific program characteristics included 1) scheduling flexibility, 2) keeping the program facilities and equipment up-to-date, 3) passionate teachers, 4) guidance and relevant professional development for CTE teachers, 5) collaboration across programs, and 6) appropriate student recruitment and placement were all deemed elements of high-quality career and technical education. While the elements identified in exemplary career and technical education were seen across all rural areas, the implementation was often determined by the location. The differences in implementation were most often due to distance from industry and post-secondary institutions, lack of transportation, and funding. Advisors/Committee Members: Hahn, Ellen (advisor), Bryant, Jason (committee), Teel, Jane (committee), Strom, Paris (committee).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Davis, K. (2020). The Identification and Implementation of Key Characteristics of Exemplary Career and Technical Education Programs in Rural Areas . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7379

Chicago Manual of Style (16^th Edition):

Davis, Kimberly. “The Identification and Implementation of Key Characteristics of Exemplary Career and Technical Education Programs in Rural Areas .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7379.

MLA Handbook (7^th Edition):

Davis, Kimberly. “The Identification and Implementation of Key Characteristics of Exemplary Career and Technical Education Programs in Rural Areas .” 2020. Web. 08 Mar 2021.

Vancouver:

Davis K. The Identification and Implementation of Key Characteristics of Exemplary Career and Technical Education Programs in Rural Areas . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7379.

Council of Science Editors:

Davis K. The Identification and Implementation of Key Characteristics of Exemplary Career and Technical Education Programs in Rural Areas . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7379

Auburn University

15. Pruitt, Kimberly Washington. Alabama Superintendents’ Perceptions of Staying or Leaving the Position .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7410

► The purpose of this study is to determine reasons superintendents choose to stay or leave the superintendency. By analyzing reasons why superintendents stay or leave,… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Pruitt, K. W. (2020). Alabama Superintendents’ Perceptions of Staying or Leaving the Position . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7410

Chicago Manual of Style (16^th Edition):

Pruitt, Kimberly Washington. “Alabama Superintendents’ Perceptions of Staying or Leaving the Position .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7410.

MLA Handbook (7^th Edition):

Pruitt, Kimberly Washington. “Alabama Superintendents’ Perceptions of Staying or Leaving the Position .” 2020. Web. 08 Mar 2021.

Vancouver:

Pruitt KW. Alabama Superintendents’ Perceptions of Staying or Leaving the Position . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7410.

Council of Science Editors:

Pruitt KW. Alabama Superintendents’ Perceptions of Staying or Leaving the Position . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7410

Auburn University

16. Eller, Jerri Michele. Charter Schools in Alabama: Superintendents' Perceptions in Relationship to Competitive Education Marketplace and the Impact on Traditional Public School Funding .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7419

► After 20 years of taking a clear stand against charter schools, Alabama turned the tables in March of 2015 when Senate Bill 45 was passed.… (more)

▼ After 20 years of taking a clear stand against charter schools, Alabama turned the tables in March of 2015 when Senate Bill 45 was passed. This bill opened the door for charter schools to enter the state. The Alabama School Choice and Student Opportunity Act, also known as Senate Bill 45 or the Charter School Bill, was aimed at giving students in Alabama another educational choice that would improve student learning. The bill also brought new educational competition into the state that did not exist before. This study investigated the perceptions of charter school authorizers, four superintendents, and four commission members, as it pertained to a competitive educational marketplace using Porter’s (1980) Five Fundamental Forces of competition in an industry (charter schools). These forces which affected their impact on the market included: (a) competitive rivalry, (b) supplier power, (c) buyer power, (d) threat of substitutes, and (e) threat of new entry. The Alabama Charter School Senate Bill 45 did not arrive until 2015, and the first charter school did not appear in Alabama until the fall of 2017; therefore, superintendents and commission members alike have had limited experience with charter school competition. As of 2020, the only three fully operational charter schools in Alabama have been authorized by the Alabama Public Charter School Commission, not by public school districts. A possible cause of this problem is that the competition may be perceived differently by Alabama’s charter schools’ authorizers - local school system superintendents and the members of the Alabama Public Charter School Commission. This qualitative study of the perceptions of both Alabama superintendents of education and members of the Alabama Public Charter School Commission was needed to understand the effect charter school competition on Alabama public schools. The findings of this research and the themes that emerged aligned with Porter’s (1980) Five Forces Framework. A sense of rivalry has always existed amongst traditional public schools and in certain locations, even with some substitutes, such as private schools; however, the entrance of charter schools was not necessarily seen as competition, but moreover, a threat. The threat of new entry, charter schools, was perceived as entering the State of Alabama due to political pressure. While commission members saw this entrance of another school choice as a positive for Alabama students, superintendents did not share that same viewpoint. To them, these charters were for politicians to exhibit power and money by stripping traditional public schools of already inadequate funds. Parents and students, also seen as the consumers, have a drastic influence on educational institutions – traditional public, private, or charter. They should be advocating for change within a school system, especially if it is failing. If the school system has not met the needs of the students, community-driven choices should be sought out, but not at the cost of crippling the existing public-school… Advisors/Committee Members: Reames, Ellen (advisor), Pendola, Andrew (committee).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Eller, J. M. (2020). Charter Schools in Alabama: Superintendents' Perceptions in Relationship to Competitive Education Marketplace and the Impact on Traditional Public School Funding . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7419

Chicago Manual of Style (16^th Edition):

Eller, Jerri Michele. “Charter Schools in Alabama: Superintendents' Perceptions in Relationship to Competitive Education Marketplace and the Impact on Traditional Public School Funding .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7419.

MLA Handbook (7^th Edition):

Eller, Jerri Michele. “Charter Schools in Alabama: Superintendents' Perceptions in Relationship to Competitive Education Marketplace and the Impact on Traditional Public School Funding .” 2020. Web. 08 Mar 2021.

Vancouver:

Eller JM. Charter Schools in Alabama: Superintendents' Perceptions in Relationship to Competitive Education Marketplace and the Impact on Traditional Public School Funding . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7419.

Council of Science Editors:

Eller JM. Charter Schools in Alabama: Superintendents' Perceptions in Relationship to Competitive Education Marketplace and the Impact on Traditional Public School Funding . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7419

University of Ghana

17. Baffoe-Ashun, F. The Mo Ibrahim Foundation: A Catalyst for Promoting Good Governance in Africa? .

Degree: 2016, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/27582

► Over the last decade, the concept of good governance has been highly canvassed for across the world. For Africa in particular, the concept has been… (more)

Subjects/Keywords: Mo Ibrahim Foundation; Good Governance

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APA (6^th Edition):

Baffoe-Ashun, F. (2016). The Mo Ibrahim Foundation: A Catalyst for Promoting Good Governance in Africa? . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/27582

Chicago Manual of Style (16^th Edition):

Baffoe-Ashun, F. “The Mo Ibrahim Foundation: A Catalyst for Promoting Good Governance in Africa? .” 2016. Masters Thesis, University of Ghana. Accessed March 08, 2021. http://ugspace.ug.edu.gh/handle/123456789/27582.

MLA Handbook (7^th Edition):

Baffoe-Ashun, F. “The Mo Ibrahim Foundation: A Catalyst for Promoting Good Governance in Africa? .” 2016. Web. 08 Mar 2021.

Vancouver:

Baffoe-Ashun F. The Mo Ibrahim Foundation: A Catalyst for Promoting Good Governance in Africa? . [Internet] [Masters thesis]. University of Ghana; 2016. [cited 2021 Mar 08]. Available from: http://ugspace.ug.edu.gh/handle/123456789/27582.

Council of Science Editors:

Baffoe-Ashun F. The Mo Ibrahim Foundation: A Catalyst for Promoting Good Governance in Africa? . [Masters Thesis]. University of Ghana; 2016. Available from: http://ugspace.ug.edu.gh/handle/123456789/27582

University of Miami

18. Engles, Justin. Notes on a Foundation Crumbling.

Degree: MFA, English (Arts and Sciences), 2012, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_theses/314

► Notes on a Foundation Crumbling takes place in a fishing village in contemporary coastal New England. Paul Mallory is a veteran who falls in love… (more)

Subjects/Keywords: Notes on a Foundation Crumbling.

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APA (6^th Edition):

Engles, J. (2012). Notes on a Foundation Crumbling. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Engles, Justin. “Notes on a Foundation Crumbling.” 2012. Thesis, University of Miami. Accessed March 08, 2021. https://scholarlyrepository.miami.edu/oa_theses/314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Engles, Justin. “Notes on a Foundation Crumbling.” 2012. Web. 08 Mar 2021.

Vancouver:

Engles J. Notes on a Foundation Crumbling. [Internet] [Thesis]. University of Miami; 2012. [cited 2021 Mar 08]. Available from: https://scholarlyrepository.miami.edu/oa_theses/314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Engles J. Notes on a Foundation Crumbling. [Thesis]. University of Miami; 2012. Available from: https://scholarlyrepository.miami.edu/oa_theses/314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Auburn University

19. Arnberg, Benjamin. Pink Lemonade: An Autoethnographic Fantasia .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7157

► Pink Lemonade provides a campus climate study of queer experience on a rural, Southern campus in the United States. The researcher employs autoethnographic methods under… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Arnberg, B. (2020). Pink Lemonade: An Autoethnographic Fantasia . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7157

Chicago Manual of Style (16^th Edition):

Arnberg, Benjamin. “Pink Lemonade: An Autoethnographic Fantasia .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7157.

MLA Handbook (7^th Edition):

Arnberg, Benjamin. “Pink Lemonade: An Autoethnographic Fantasia .” 2020. Web. 08 Mar 2021.

Vancouver:

Arnberg B. Pink Lemonade: An Autoethnographic Fantasia . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7157.

Council of Science Editors:

Arnberg B. Pink Lemonade: An Autoethnographic Fantasia . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7157

Auburn University

20. Benbaba, Asmaa. Examining TESOL Teachers’ Perceptions of Learning Management Systems in the States of Alabama and Mississippi .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7244

► The purpose of this study was to examine the influence of selected factors on the adoption of Learning Management Systems (LMSs) by Teaching English to… (more)

▼ The purpose of this study was to examine the influence of selected factors on the adoption of Learning Management Systems (LMSs) by Teaching English to Speakers of Other languages (TESOL) or English as a Second Language (ESL) teachers. Rogers’ (2003) theory of Diffusion of Innovation was used to examine the characteristics of LMS among TESOL/ESL teachers using five main characteristics: relative advantage, compatibility, trialability, observability, and complexity. This study examined the relationships between characteristics of teachers, characteristics of innovation, and barriers influencing the adoption of LMS. This was a descriptive and correlational study, participants were asked to complete a five Likert-scale online survey entitled TESOL/ESL Teacher’s Perceptions of LMS (see Appendix A). A sample of ninety-nine TESOL/ESL teachers were selected and used for this study. Based on participants’ response, more than half of TESOL/ESL teachers from Alabama and Mississippi reported that they were either in the implementation stage (32.3%) or the confirmation stage (36.4%). Seven percent had no knowledge of the innovation; 6% were in the persuasion stage; 7% were in the decision stage. TESOL/ESL teachers perceived all of the five constructs (complexity, trialability, relative advantage, observability, compatibility) as moderate characteristics to the adoption of LMS. The characteristics that had higher values (ranging from 1 (low) to 5 (high)) were: complexity (M=4.07, SD=0.63), compatibility (M=3.86, SD=0.77), relative advantage (M=3.76, SD=0.77). The characteristics that had lower mean values included observability (M=3.68, SD=0.88), and trialability (M=3.64, SD=0.82). The teachers perceived all of the five constructs (time concerns, planning concerns, financial concerns, technology concerns, and concerns about incentives) as moderate barriers to the adoption of LMS. The barriers that had higher values (ranging from 1 (low) to 5 (high)) were planning concerns (M=3.66, SD=0.90), concerns about times (M=3.54, SD=0.96), concerns about incentives (M=3.53, SD=0.91). Barriers that had lower values included technology concerns (M=3.47, SD=0.81), and financial concerns (M=3.48, SD=0.98). Advisors/Committee Members: Witte, James (advisor), Witte, Maria (committee), Harrison, Jamie (committee), Teel, Jane (committee).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Benbaba, A. (2020). Examining TESOL Teachers’ Perceptions of Learning Management Systems in the States of Alabama and Mississippi . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7244

Chicago Manual of Style (16^th Edition):

Benbaba, Asmaa. “Examining TESOL Teachers’ Perceptions of Learning Management Systems in the States of Alabama and Mississippi .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7244.

MLA Handbook (7^th Edition):

Benbaba, Asmaa. “Examining TESOL Teachers’ Perceptions of Learning Management Systems in the States of Alabama and Mississippi .” 2020. Web. 08 Mar 2021.

Vancouver:

Benbaba A. Examining TESOL Teachers’ Perceptions of Learning Management Systems in the States of Alabama and Mississippi . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7244.

Council of Science Editors:

Benbaba A. Examining TESOL Teachers’ Perceptions of Learning Management Systems in the States of Alabama and Mississippi . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7244

Delft University of Technology

21. Felici, P. (author). Comparison of European and American Standards for the preliminary design of an Oil Tank Foundation.

Degree: 2014, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:d566de44-5c95-46a9-88be-03d4eb807f09

►

To develop a project in foreign countries, it is possible to use different standards or codes, which if are properly followed, give an acceptable level… (more)

Subjects/Keywords: Tank Foundation; ASD; LSD

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APA (6^th Edition):

Felici, P. (. (2014). Comparison of European and American Standards for the preliminary design of an Oil Tank Foundation. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:d566de44-5c95-46a9-88be-03d4eb807f09

Chicago Manual of Style (16^th Edition):

Felici, P (author). “Comparison of European and American Standards for the preliminary design of an Oil Tank Foundation.” 2014. Masters Thesis, Delft University of Technology. Accessed March 08, 2021. http://resolver.tudelft.nl/uuid:d566de44-5c95-46a9-88be-03d4eb807f09.

MLA Handbook (7^th Edition):

Felici, P (author). “Comparison of European and American Standards for the preliminary design of an Oil Tank Foundation.” 2014. Web. 08 Mar 2021.

Vancouver:

Felici P(. Comparison of European and American Standards for the preliminary design of an Oil Tank Foundation. [Internet] [Masters thesis]. Delft University of Technology; 2014. [cited 2021 Mar 08]. Available from: http://resolver.tudelft.nl/uuid:d566de44-5c95-46a9-88be-03d4eb807f09.

Council of Science Editors:

Felici P(. Comparison of European and American Standards for the preliminary design of an Oil Tank Foundation. [Masters Thesis]. Delft University of Technology; 2014. Available from: http://resolver.tudelft.nl/uuid:d566de44-5c95-46a9-88be-03d4eb807f09

Delft University of Technology

22. Crol, J.B. (author). Upending of a Monopile for an Offshore Wind Turbine Foundation.

Degree: 2015, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:2fa393ec-45a8-457a-b0ce-6cb0a0a39489

►

The subject of this report is the upending of a floating monopile for an offshore wind turbine foundation. This is an assignment of Van Oord… (more)

▼

The subject of this report is the upending of a floating monopile for an offshore wind turbine foundation. This is an assignment of Van Oord Dredging and Marine Contractors BV. An analytical model has been developed to simulate the upending of a monopile in MapleTM, based on the general theoretical principles and the experience of Van Oord. An experiment was then done to validate the analytical model. The MapleTM script can be used to calculate the forces of the crane for future projects. The monopile, sealed with two end-caps, is towed by a tugboat from the storage site to the installation site and is then upended by the jack-up vessel of Van Oord, the Aeolus. The end-caps guarantee buoyancy during transport and upending. After upending the end-caps are removed, either internally or externally. A conceptual design has been developed for both removal methods. With upending the vertical position of the monopile can be reached with a nett weight of the pile greater than the safe working load of the crane using the buoyant force. The minimum draught needed for the buoyant force to remain within the safe working load of the crane, determines the minimum hydrostatic pressure needed for the external removal of the bottom-cap. The top-cap can only be removed once the pile has been placed on the seabed, since the buoyant force is the auxiliary of the crane. As shown in figure 1, the upending of the monopile is performed, by vertically displacing the connection point between the pile and the crane. Because the crane hook is attached to the pile with a hinge, the monopile can rotate freely around this point. For the analytical model in MapleTM it is assumed that the upending process is quasi-static because the influence of the inertia is negligible. The experiment has confirmed that the inertia may indeed be neglected by showing the similarity between two scaled upending tests at different continuous hoisting velocities and the corresponding quasi-static simulation. Therefore the scaled upending correlates to the quasi-static model. It is found that, only when the lifting starts and stops, and respectively the acceleration and deceleration are relatively large, the inertia influences the upending process. Further research to refine the upending process, as well as the design of the end-caps is recommended. The hoisting speed of the crane can be optimized if the expectations of the experiment and the analytical model are confirmed in practice. The design depends on the airflow when releasing the end-cap and the internal pressure when lowering the pile towards the seabed. The internal pressure can be controlled using a pressure valve. These recommendations will lead to the optimized upending process of monopiles for offshore wind turbine foundations that are transported by towage using end-caps.

Bottom Founded Structures

Offshore and Dredging Engineering

Mechanical, Maritime and Materials Engineering

Advisors/Committee Members: Metrikine, A.V. (mentor), Hoving, J.S. (mentor), Jarquin Laguna, A. (mentor), Stam, C.J.M. (mentor).

Subjects/Keywords: offshore; monopile; foundation; upending; installation

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APA (6^th Edition):

Crol, J. B. (. (2015). Upending of a Monopile for an Offshore Wind Turbine Foundation. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:2fa393ec-45a8-457a-b0ce-6cb0a0a39489

Chicago Manual of Style (16^th Edition):

Crol, J B (author). “Upending of a Monopile for an Offshore Wind Turbine Foundation.” 2015. Masters Thesis, Delft University of Technology. Accessed March 08, 2021. http://resolver.tudelft.nl/uuid:2fa393ec-45a8-457a-b0ce-6cb0a0a39489.

MLA Handbook (7^th Edition):

Crol, J B (author). “Upending of a Monopile for an Offshore Wind Turbine Foundation.” 2015. Web. 08 Mar 2021.

Vancouver:

Crol JB(. Upending of a Monopile for an Offshore Wind Turbine Foundation. [Internet] [Masters thesis]. Delft University of Technology; 2015. [cited 2021 Mar 08]. Available from: http://resolver.tudelft.nl/uuid:2fa393ec-45a8-457a-b0ce-6cb0a0a39489.

Council of Science Editors:

Crol JB(. Upending of a Monopile for an Offshore Wind Turbine Foundation. [Masters Thesis]. Delft University of Technology; 2015. Available from: http://resolver.tudelft.nl/uuid:2fa393ec-45a8-457a-b0ce-6cb0a0a39489

Auburn University

23. Carrick, Ryan. The Older Adult: Considerations and Learning to Age in Place .

Degree: 2020, Auburn University

URL: http://hdl.handle.net/10415/7462

► The process of aging independently in a current home can also be described as aging in place. Research has found that common concerns and limitations… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Carrick, R. (2020). The Older Adult: Considerations and Learning to Age in Place . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/7462

Chicago Manual of Style (16^th Edition):

Carrick, Ryan. “The Older Adult: Considerations and Learning to Age in Place .” 2020. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/7462.

MLA Handbook (7^th Edition):

Carrick, Ryan. “The Older Adult: Considerations and Learning to Age in Place .” 2020. Web. 08 Mar 2021.

Vancouver:

Carrick R. The Older Adult: Considerations and Learning to Age in Place . [Internet] [Doctoral dissertation]. Auburn University; 2020. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/7462.

Council of Science Editors:

Carrick R. The Older Adult: Considerations and Learning to Age in Place . [Doctoral Dissertation]. Auburn University; 2020. Available from: http://hdl.handle.net/10415/7462

University of Illinois – Urbana-Champaign

24. Muszynski, Mark. Evaluating soil pressures on a deep foundation element due to liquefaction-induced lateral spreading.

Degree: PhD, 0106, 2013, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/44501

► The behavior of bridge foundations during earthquakes includes the inertial response of the foundation and superstructure system, and the kinematic forces induced by the lateral… (more)

▼ The behavior of bridge foundations during earthquakes includes the inertial response of the foundation and superstructure system, and the kinematic forces induced by the lateral spreading ground. Both must be analyzed in practice to design a bridge foundation, or other foundation type, subject to seismic forces and potential lateral spreading-induced pressures. The kinematic loadings on a large, rigid caisson due to an all-sand profile undergoing liquefaction and subsequent lateral spreading are evaluated in this thesis. While a relatively large volume of work has been completed pertaining to the lateral loads imposed on flexible foundation elements, such as relatively small diameter pile foundations, there is a paucity of work pertaining to lateral pressures of larger, more rigid, foundation elements. Fourteen centrifuge tests were conducted at the NEES facility at Rensselaer Polytechnic Institute (RPI) to investigate the lateral spreading-induced kinematic pressures on a relatively large deep foundation (caisson) and to observe the related ground movement of a lateral spread. Both “unprotected” and “protected” caissons were modeled. The protected caissons included the addition of a ground deflection element, or wall, on the upslope side of the caisson intended to limit net pressures transferred to the caisson by the moving ground. The unprotected caissons had no upslope ground deflection wall. Tactile pressure sensors were used to directly record these increases in lateral pressure on the caisson during the shaking events, as well as the initial geostatic pressures prior to liquefaction and the final geostatic pressures after shaking and excess pore water pressure dissipation. The tactile pressure sensors: (1) provided good hydrostatic pressures under most any testing condition, and geostatic pressures consistent with theoretical at-rest pressures provided the model container was rigid, (2) exhibited dynamic pressures (minima and maxima pressure spikes) lower than actual pressures as independently measured with pore water pressure transducers (PPT) and, uncorrected, they were considered unreliable, (3) yielded reasonable average (kinematic) pressures during lateral spreading, and (4) showed that the normal pressures measured declined substantially under some conditions when shearing forces were transmitted to the pressure sensors as in lateral spreading conditions. A pressure correction was developed to account for the relatively low sampling rate of the tactile pressure sensors in this work and to correct for the low dynamic pressure measurements obtained in the raw data. The collective input energies, delivered to the models at the base of the model container directly from the electro hydraulic shaker, exhibited a coefficient of variation (COV) of about 0.25, chiefly as a result of variations in the shaker hydraulic system. The input motion energy affected the maximum depth of liquefaction, the shape of the PWP and acceleration records, and the magnitude of lateral displacement. However, even with these input… Advisors/Committee Members: Olson, Scott M. (advisor), Hashash, Youssef M. (advisor), Olson, Scott M. (Committee Chair), Hashash, Youssef M. (Committee Chair), Mesri, Gholamreza (committee member), Long, James H. (committee member), LaFave, James M. (committee member).

Subjects/Keywords: Lateral spreading; Liquefaction; Rigid foundation

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APA (6^th Edition):

Muszynski, M. (2013). Evaluating soil pressures on a deep foundation element due to liquefaction-induced lateral spreading. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44501

Chicago Manual of Style (16^th Edition):

Muszynski, Mark. “Evaluating soil pressures on a deep foundation element due to liquefaction-induced lateral spreading.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 08, 2021. http://hdl.handle.net/2142/44501.

MLA Handbook (7^th Edition):

Muszynski, Mark. “Evaluating soil pressures on a deep foundation element due to liquefaction-induced lateral spreading.” 2013. Web. 08 Mar 2021.

Vancouver:

Muszynski M. Evaluating soil pressures on a deep foundation element due to liquefaction-induced lateral spreading. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2142/44501.

Council of Science Editors:

Muszynski M. Evaluating soil pressures on a deep foundation element due to liquefaction-induced lateral spreading. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44501

Auburn University

25. Celik, Bekir. Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities .

Degree: 2014, Auburn University

URL: http://hdl.handle.net/10415/4289

► The purpose of the study was to explore teachers’ attitudes toward students with disabilities in the southeastern United States. Variables such as gender, age, years… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Celik, B. (2014). Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/4289

Chicago Manual of Style (16^th Edition):

Celik, Bekir. “Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities .” 2014. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/4289.

MLA Handbook (7^th Edition):

Celik, Bekir. “Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities .” 2014. Web. 08 Mar 2021.

Vancouver:

Celik B. Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities . [Internet] [Doctoral dissertation]. Auburn University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/4289.

Council of Science Editors:

Celik B. Attitudes of Elementary-Level and Secondary-Level Teachers toward Students with Disabilities . [Doctoral Dissertation]. Auburn University; 2014. Available from: http://hdl.handle.net/10415/4289

Auburn University

26. Ismail, Emad. Foreign and US-Educated Faculty Members’ Views on What Constitutes Excellent Teaching .

Degree: 2014, Auburn University

URL: http://hdl.handle.net/10415/4265

► This study aimed to identify key views of foreign-educated who teach in American universities on what constitutes excellence in teaching based on different demographics using… (more)

▼ This study aimed to identify key views of foreign-educated who teach in American universities on what constitutes excellence in teaching based on different demographics using online version of the Teacher Behavior Checklist (Buskist, Sikorski, Buckley & Saville, 2002). Faculty were asked to rank the top 10 of 28 teacher qualities for excellent teaching from their own perspectives. The survey was sent by email to 5238 faculty members from the 14 members of SREB institutions (Southern Regional Educational Board). The final faculty population consisted of 448 participants, of which 309 (69%) were US-educated and 139 (31%) were foreign educated with the majority from Asia and Europe. Results showed that both US- and foreign-educated faculty universally agreed on eight qualities as most important for excellent teaching, although in different order. These qualities/behaviors were: 1) knowledgeable about topic, 2) enthusiastic about teaching, 3) creative/interesting, 4) promotes critical thinking, 5) effective communicator, 6) approachable/personable, 7) encourages/cares for students, 8) manages class time/punctuality. “Confident” was ranked number (9) in many cases. “Knowledgeable” and “enthusiastic” were generally ranked number 1 and 2 top qualities. Demographic characteristics of faculty did not affect the selection of these eight qualities as most important to excellent teaching; however the order of some qualities was statistically significantly different between US- and foreign-educated faculty within the different demographic characteristics. Foreign-educated faculty tended to rank “confident,” “effective communicator,” and “encourages and cares” significantly higher than US-educated faculty within different demographics. US-educated faculty ranked “enthusiastic about teaching” significantly higher than foreign-educated faculty within different demographics. The findings of this study emphasize the importance of confidence and interpersonal skill to foreign-educated faculty which imply the need for greater support and specific developmental programs for this group, especially in their early career. Advisors/Committee Members: Groccia, James E (advisor).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Ismail, E. (2014). Foreign and US-Educated Faculty Members’ Views on What Constitutes Excellent Teaching . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/4265

Chicago Manual of Style (16^th Edition):

Ismail, Emad. “Foreign and US-Educated Faculty Members’ Views on What Constitutes Excellent Teaching .” 2014. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/4265.

MLA Handbook (7^th Edition):

Ismail, Emad. “Foreign and US-Educated Faculty Members’ Views on What Constitutes Excellent Teaching .” 2014. Web. 08 Mar 2021.

Vancouver:

Ismail E. Foreign and US-Educated Faculty Members’ Views on What Constitutes Excellent Teaching . [Internet] [Doctoral dissertation]. Auburn University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/4265.

Council of Science Editors:

Ismail E. Foreign and US-Educated Faculty Members’ Views on What Constitutes Excellent Teaching . [Doctoral Dissertation]. Auburn University; 2014. Available from: http://hdl.handle.net/10415/4265

Auburn University

27. Evans, Bianca. Factors that Affect Academic Performance and Retention Status: A Study of a Summer Bridge Program .

Degree: 2014, Auburn University

URL: http://hdl.handle.net/10415/4313

► Summer Bridge Programs (SBP) have demonstrated success for underrepresented students in STEM fields. However, a review of published reports of these programs suggests mixed and… (more)

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Evans, B. (2014). Factors that Affect Academic Performance and Retention Status: A Study of a Summer Bridge Program . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/4313

Chicago Manual of Style (16^th Edition):

Evans, Bianca. “Factors that Affect Academic Performance and Retention Status: A Study of a Summer Bridge Program .” 2014. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/4313.

MLA Handbook (7^th Edition):

Evans, Bianca. “Factors that Affect Academic Performance and Retention Status: A Study of a Summer Bridge Program .” 2014. Web. 08 Mar 2021.

Vancouver:

Evans B. Factors that Affect Academic Performance and Retention Status: A Study of a Summer Bridge Program . [Internet] [Doctoral dissertation]. Auburn University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/4313.

Council of Science Editors:

Evans B. Factors that Affect Academic Performance and Retention Status: A Study of a Summer Bridge Program . [Doctoral Dissertation]. Auburn University; 2014. Available from: http://hdl.handle.net/10415/4313

Auburn University

28. Griggs, Dana. A Case Study of a Career Academy: Toward a Conceptual Framework of School-Industry Partnerships .

Degree: 2015, Auburn University

URL: http://hdl.handle.net/10415/4498

► School-business partnerships that provide authentic learning for students have been a well-documented part of our history. This study examined one such educational partnership developed to… (more)

▼ School-business partnerships that provide authentic learning for students have been a well-documented part of our history. This study examined one such educational partnership developed to create a career academy. The purpose of the academy was to prepare students for college and career, and to better equip the future workforce. The study sought to identify facilitating elements of this partnership, to examine the perceived benefits to the participants and organizations, to identify possible avenues of improvement and to design a conceptual framework by which to understand and improve partnerships. The method of inquiry was a descriptive case study. The population included all participants in the Alabama Power Business Academy at Carroll High School in Ozark, Alabama. Purposeful sampling provided a level of knowledge and information to the topic investigated. Pre-existing evaluation data and documents were combined with study interview and observation data. Six elements were identified as facilitators of the educational partnership: (a) purposeful planning and flexibility in implementation, (b) shared values and common goals, (c) regular and open communication, (d) commitment, (e) trust, and (f) leadership. These six elements were evaluated on a continuum that includes three partnership types: cooperation, coordination, and collaboration. Benefits perceived by the participants included curricular relevance, increased conversations between students and adults, an enhanced understanding of the world of work, an increase in credential attainment by students, and an increase in the development of essential skills. The findings of the study were analyzed using the framework created by Barnett, Hall, Berg, and Camarena (2010) and a potential adaptation was proposed. Implications for practice and recommendations for future research were presented. Advisors/Committee Members: Kochan, Frances (advisor), Reames, Ellen (committee), Kensler, Lisa (committee), Patrick, R. Lynne (committee).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Griggs, D. (2015). A Case Study of a Career Academy: Toward a Conceptual Framework of School-Industry Partnerships . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/4498

Chicago Manual of Style (16^th Edition):

Griggs, Dana. “A Case Study of a Career Academy: Toward a Conceptual Framework of School-Industry Partnerships .” 2015. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/4498.

MLA Handbook (7^th Edition):

Griggs, Dana. “A Case Study of a Career Academy: Toward a Conceptual Framework of School-Industry Partnerships .” 2015. Web. 08 Mar 2021.

Vancouver:

Griggs D. A Case Study of a Career Academy: Toward a Conceptual Framework of School-Industry Partnerships . [Internet] [Doctoral dissertation]. Auburn University; 2015. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/4498.

Council of Science Editors:

Griggs D. A Case Study of a Career Academy: Toward a Conceptual Framework of School-Industry Partnerships . [Doctoral Dissertation]. Auburn University; 2015. Available from: http://hdl.handle.net/10415/4498

Auburn University

29. Bradford, Quebe. Examining Alabama Teacher of the Year Nominee Applications: Toward a Prototype of Expert Teaching .

Degree: 2015, Auburn University

URL: http://hdl.handle.net/10415/4515

► Because of the complex nature of teaching (Gün, 2014), studying teacher expertise is no easy task. Many researchers have contributed to our understanding of teacher… (more)

▼ Because of the complex nature of teaching (Gün, 2014), studying teacher expertise is no easy task. Many researchers have contributed to our understanding of teacher expertise by comparing expert teachers to non-experts (i.e., Ho & Liu, 2005; Qiong & Yujing, 2009). In their call for a reconceptualization of teacher expertise, Sternberg and Horvath (1995) suggested that researchers study teacher expertise using a categorization, prototype model, which they believed would “allow us to adopt a fuller, more inclusive understanding of teacher expertise” (p. 9). Using small sample sizes (N<20), three research teams conducted studies using Sternberg and Horvath’s model (Gün, 2014; Li, Huang, & Yang, 2011; Smith & Strahan, 2004). They found that expert teachers shared six central tendencies: confidence, classroom community, positive teacher-student relationships, a student-centered approach, leadership and service, and content mastery. Gün (2014) added one additional central tendency, which he termed persistence. In an effort to replicate and extend the prototype teacher expertise research, I conducted a qualitative, grounded theory study of teacher expertise. Analyzing their application packets, which included essays, stakeholder letters, and teaching exemplars recorded in video format, I studied four Alabama teachers who had reached the semi-finals or higher in the Alabama Teacher of the Year program. I addressed this research question: How were 2009-2013 Alabama Teacher of the Year applications similar? I found that the expert teachers share seven central tendencies: These teachers exhibited confidence in themselves and their colleagues; promoted classroom community by increasing student input in decision-making; fostered positive teacher-student relationships, practiced a student-centered approach; led teachers and other stakeholders in educational decision-making and served the larger community; met indicators that supported content mastery; and persisted in setting high standards for themselves and for students collectively and individually. I concluded that because teaching is a complex profession, basic standards of professional competence are necessary; however, organizing the beliefs and practices of expert teachers into a prototype, as suggested by Sternberg and Horvath (1995) informs the work of school administrators and experienced teachers by providing guidance in determining professional development needs. Advisors/Committee Members: Andrzejewski, Carey (advisor), Kensler, Lisa (committee).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Bradford, Q. (2015). Examining Alabama Teacher of the Year Nominee Applications: Toward a Prototype of Expert Teaching . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/4515

Chicago Manual of Style (16^th Edition):

Bradford, Quebe. “Examining Alabama Teacher of the Year Nominee Applications: Toward a Prototype of Expert Teaching .” 2015. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/4515.

MLA Handbook (7^th Edition):

Bradford, Quebe. “Examining Alabama Teacher of the Year Nominee Applications: Toward a Prototype of Expert Teaching .” 2015. Web. 08 Mar 2021.

Vancouver:

Bradford Q. Examining Alabama Teacher of the Year Nominee Applications: Toward a Prototype of Expert Teaching . [Internet] [Doctoral dissertation]. Auburn University; 2015. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/4515.

Council of Science Editors:

Bradford Q. Examining Alabama Teacher of the Year Nominee Applications: Toward a Prototype of Expert Teaching . [Doctoral Dissertation]. Auburn University; 2015. Available from: http://hdl.handle.net/10415/4515

Auburn University

30. Parham, Alfred. Data Driven Decision Making for School Improvement Planning: Toward a Model and Process for Distributive Leadership and Shared Decision Making .

Degree: 2015, Auburn University

URL: http://hdl.handle.net/10415/4608

► Many school leaders may not have adequate decision-making tools or skills to respond to the reporting requirements of accountability mandates such as No Child Left… (more)

▼ Many school leaders may not have adequate decision-making tools or skills to respond to the reporting requirements of accountability mandates such as No Child Left Behind (NCLB) and Race To the Top (RTTT) (Flowers & Carpenter, 2009; Halverson et al., 2005; Hess & Mehta, 2013; Kensler, Reames, Murray & Patrick, 2011; Park & Datnow 2009; Spring, 2010; US Department of Education, 2002; USDOE, 2009). Educators may have to conduct research outside the field of education and learn from other organizations how to develop better decision-making tools (Kaniuka, 2009). Very little empirical research exists to provide school leaders with descriptions and interpretations as to how other learning organizations practice decision making (Cousins, Goh, & Clark, 2006; Datnow, 2011; Davison, 2008; Ingram, Seashore Louis, & Schroeder, 2004; Kaniuka, 2009; Paparone, 2001; Park & Datnow, 2009; Shen & Cooley, 2008;; Fullan, 2011; Fox, 2013). This qualitative field study explored and compared the decision-making practices of a U.S. school district located in the Southeastern region of the United States of America to the decision-making practices of a U.S. Military unit located in the Southeastern region of the United States of America. Ethnographic descriptions and interpretations of their cultural practices during decision making were made to see if what actually happens during their decision-making process is consistent with what each group espouses as to how they practice decision making. Data was collected for this ethnographic field study in the forms of participant observation, interviews, material culture, and field notes (Denzin & Lincoln, 2013; Fetterman, 2010; LeCompte & Schensul, 2010; Miles, Huberman, & Saldana, 2014). The findings suggest that the U.S. Army has developed decision-making models that are more sophisticated than current education decision-making models and informs a decision-making process that incorporates collaborative data analysis, shared leadership, and decision making that is data driven (U.S. Army Doctrinal Publication 2-0, 2012; U.S. Army, ATTP No. 5-0.1. 2011). My intent is that the results of the compared findings of this field study will contribute to the growing body of research concerning decision making for educators; inform educational professional practices concerning school accountability, the development or improvement of educational decision-making tools, and the development of a culture that values the use of data for decision making. Advisors/Committee Members: Kaminsky, James (advisor), Andrzejewski, Carey (committee), Reames, Ellen (committee), Strom, Paris (committee).

Subjects/Keywords: Education Foundation; Leadership; and Technology

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APA (6^th Edition):

Parham, A. (2015). Data Driven Decision Making for School Improvement Planning: Toward a Model and Process for Distributive Leadership and Shared Decision Making . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/4608

Chicago Manual of Style (16^th Edition):

Parham, Alfred. “Data Driven Decision Making for School Improvement Planning: Toward a Model and Process for Distributive Leadership and Shared Decision Making .” 2015. Doctoral Dissertation, Auburn University. Accessed March 08, 2021. http://hdl.handle.net/10415/4608.

MLA Handbook (7^th Edition):

Parham, Alfred. “Data Driven Decision Making for School Improvement Planning: Toward a Model and Process for Distributive Leadership and Shared Decision Making .” 2015. Web. 08 Mar 2021.

Vancouver:

Parham A. Data Driven Decision Making for School Improvement Planning: Toward a Model and Process for Distributive Leadership and Shared Decision Making . [Internet] [Doctoral dissertation]. Auburn University; 2015. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10415/4608.

Council of Science Editors:

Parham A. Data Driven Decision Making for School Improvement Planning: Toward a Model and Process for Distributive Leadership and Shared Decision Making . [Doctoral Dissertation]. Auburn University; 2015. Available from: http://hdl.handle.net/10415/4608

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Open Access Theses and Dissertations