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You searched for subject:(collaborative efforts). Showing records 1 – 3 of 3 total matches.

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University of South Carolina

1. Horowitz, Christine. Exploration of the Use of Computer-Mediated Communications to Support the Face-toFace Collaborative Efforts of a Sixth-Grade Professional Learning Community.

Degree: EdD, Educational Studies, 2018, University of South Carolina

Noting the lack of resources to meet face-to-face, most notably time, a significant body of research has investigated the use of computer-mediated communication (CMC) to replace face-to-face interactions of teacher professional learning communities (PLCs). Equally noted is the research on social constructivist theory that supports social interaction as the foundation of learning (Vygotsky, 1978). The purpose of this qualitative case study was to determine how a successful sixth-grade PLC leveraged available technologies in support of their face-to-face collaborative efforts by answering the following research question: How do participants in an established PLC use CMC as a means of supporting and extending their face-to-face collaborative efforts? The case study investigated a sixth-grade PLC whose authenticity was solidified in 2016 as part of their earning the nation’s first ever Learning Forward School designation. This required the sixth-grade team to undergo a rigorous, on-site external review of their professional learning practices by the school improvement-focused Advanc-ED® organization. Data for the case study was collected through a semi-structured group interview, participantobservations of face-to-face interactions, and the collection of artifacts from the online platforms utilized by the PLC. Using a thematic analysis approach, several themes emerged related to participation, access, structure, leadership, time and participant preferences. Based on the findings, a district plan of action was created that included participation from all levels of leadership in providing adequate resources, including time, training and technology, to formulate successful teacher learning environments. vi The resources, as well as ongoing leadership involvement, form the basis of the action plan that aims to implement well-structured PLCs that utilize CMC in the most effective ways to support necessary face-to-face collaborative activities. Advisors/Committee Members: Suha Tamim.

Subjects/Keywords: Curriculum and Instruction; Face Collaborative; Efforts; Sixth-Grade; Professional; Learning Community

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APA (6th Edition):

Horowitz, C. (2018). Exploration of the Use of Computer-Mediated Communications to Support the Face-toFace Collaborative Efforts of a Sixth-Grade Professional Learning Community. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5071

Chicago Manual of Style (16th Edition):

Horowitz, Christine. “Exploration of the Use of Computer-Mediated Communications to Support the Face-toFace Collaborative Efforts of a Sixth-Grade Professional Learning Community.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 26, 2020. https://scholarcommons.sc.edu/etd/5071.

MLA Handbook (7th Edition):

Horowitz, Christine. “Exploration of the Use of Computer-Mediated Communications to Support the Face-toFace Collaborative Efforts of a Sixth-Grade Professional Learning Community.” 2018. Web. 26 Oct 2020.

Vancouver:

Horowitz C. Exploration of the Use of Computer-Mediated Communications to Support the Face-toFace Collaborative Efforts of a Sixth-Grade Professional Learning Community. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Oct 26]. Available from: https://scholarcommons.sc.edu/etd/5071.

Council of Science Editors:

Horowitz C. Exploration of the Use of Computer-Mediated Communications to Support the Face-toFace Collaborative Efforts of a Sixth-Grade Professional Learning Community. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5071


Clemson University

2. Cooper, Frederick. A Case Study in Collaborative Efforts at Spartanburg Community College.

Degree: PhD, Educational Leadership, 2012, Clemson University

The General Assembly of South Carolina radically changed the structure of secondary education with the enactment of the Education and Economic Development Act (EEDA) of 2005. A provision in the legislation requires post-secondary institutions to develop articulation agreements with secondary institutions in their service area(s). Traditionally, articulation agreements between secondary and post-secondary institutions have been few and far between. The question then becomes how articulation agreements are developed from the post-secondary perspective. Spartanburg Community College is one of the sixteen technical/community colleges in South Carolina. The development of articulation agreements is examined at Spartanburg Community College using the lens of path dependence, neo institutionalism, and resource dependency as a guide. History is used as a means of describing the process as a manifestation of the changing environment within Spartanburg County through time. Advisors/Committee Members: Satterfield, James W, Gonzales , Leslie, Brewer , Curtis, Warner , Cheryl.

Subjects/Keywords: articulation; articulation agreements; collaborative efforts; memorandums of agreement; memorandums of understanding; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cooper, F. (2012). A Case Study in Collaborative Efforts at Spartanburg Community College. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1031

Chicago Manual of Style (16th Edition):

Cooper, Frederick. “A Case Study in Collaborative Efforts at Spartanburg Community College.” 2012. Doctoral Dissertation, Clemson University. Accessed October 26, 2020. https://tigerprints.clemson.edu/all_dissertations/1031.

MLA Handbook (7th Edition):

Cooper, Frederick. “A Case Study in Collaborative Efforts at Spartanburg Community College.” 2012. Web. 26 Oct 2020.

Vancouver:

Cooper F. A Case Study in Collaborative Efforts at Spartanburg Community College. [Internet] [Doctoral dissertation]. Clemson University; 2012. [cited 2020 Oct 26]. Available from: https://tigerprints.clemson.edu/all_dissertations/1031.

Council of Science Editors:

Cooper F. A Case Study in Collaborative Efforts at Spartanburg Community College. [Doctoral Dissertation]. Clemson University; 2012. Available from: https://tigerprints.clemson.edu/all_dissertations/1031


University of Georgia

3. Gohdes, William Edward. Dual enrollment and the heavy equipment operator program at Dekalb Technical College.

Degree: 2014, University of Georgia

A major challenge to Georgia technical colleges is the low number of students moving from secondary to postsecondary (two-year diploma/associate degree) education. Georgia Department of Education records indicate that in the 1998 school year, the latest for which data was available, 6.5% of graduating seniors entered Georgia public technical and adult schools. Dual enrollment is a state funded program that may have significant impact on increasing the percentage of high school graduates who enroll in technical college programs after graduating from high school.|This descriptive study illuminates the perceptions that students, faculty, and administrators at DeKalb Technical College and the high schools in the campus service area revealed during a series of interviews conducted in the spring, summer, and fall of 2001. The interview questions sought to bring understanding of the factors that motivate students to dual enroll in a college program of study.|Data from the study indicated that students, parents, faculty, and administrators had a general understanding of the definition, goals, and key practices of the dual enrollment program but better information must be developed to expand awareness of this program to a broader audience including students and parents of college-prep track students.

Subjects/Keywords: dual enrollment; concurrent enrollment; postsecondary options; HOPE grant; articulation; tech-prep; collaborative efforts; motivation; and career expectations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gohdes, W. E. (2014). Dual enrollment and the heavy equipment operator program at Dekalb Technical College. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29582

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

Chicago Manual of Style (16th Edition):

Gohdes, William Edward. “Dual enrollment and the heavy equipment operator program at Dekalb Technical College.” 2014. Thesis, University of Georgia. Accessed October 26, 2020. http://hdl.handle.net/10724/29582.

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

MLA Handbook (7th Edition):

Gohdes, William Edward. “Dual enrollment and the heavy equipment operator program at Dekalb Technical College.” 2014. Web. 26 Oct 2020.

Vancouver:

Gohdes WE. Dual enrollment and the heavy equipment operator program at Dekalb Technical College. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10724/29582.

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

Council of Science Editors:

Gohdes WE. Dual enrollment and the heavy equipment operator program at Dekalb Technical College. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29582

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

.