Search

Adolescents today need mental health support (U.S. Department of Health and Human Services, 2024), and schools are a place where a universal approach to positive well-being can be promoted (Weissberg, 2019). While programs exist for social and emotional learning (SEL), there is a call for teachers to find a way for daily SEL integration into the classroom context (Frey et al., 2019). This dissertation explores the idea of using journaling to link SEL to academic content for potential improvements in well-being. Research on SEL is expanded by adding a method for integration by classroom teachers through the writing process that organically links social-emotional competencies to academic learning and situations. The findings from three studies highlight the advantages for fifth grade students from writing and reflecting upon SEL topics in different content classrooms. Increases in student life satisfaction ratings and themes found during student interviews, such as the acts of journaling creating positive emotions and teaching students about themselves, suggest that students gained holistically from the experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Medical laboratories across the United States have been experiencing a workforce shortage for the past several decades. While the causes of this shortage are numerous, one of the contributing factors is high turnover and attrition rates due to low workplace satisfaction. Research has shown that higher levels of self-efficacy lead to increased job satisfaction and performance outcomes. Therefore, increasing the self-efficacy of medical laboratory science (MLS) students as they prepare to transition into the workforce may help address the labor shortage. To explore a potential exercise to increase self-efficacy among MLS students, a metacognitive learning strategy--reflective journaling--was implemented during the final semester of an MLS professional program. Students (n = 46) engaged in reflective journaling every two weeks while completing a hospital-based clinical rotation. At the end of the semester, they completed a survey assessing their feelings of self-efficacy regarding laboratory testing skills. The survey results were compared to those for the previous student cohort, which did not participate in reflective journaling. Additionally, a subset of students was interviewed to further understand how the metacognitive learning strategy shaped feelings of self-efficacy, and to obtain feedback on refining the activity for future MLS students. The results of the survey indicated that students who engaged in reflective journaling felt more self-efficacious in their laboratory testing skills than students who did not journal. Further, reflective journaling responses and interviews illuminated ways in which self-reflection enhanced feelings of self-efficacy. Refining the assignment for future MLS students was explored. This study provides evidence that metacognition, fostered by reflective journaling, has a positive effect on MLS students' perceived feelings of self-efficacy. The research offers MLS instructors guidance for implementing a metacognitive learning strategy to enhance these feelings among students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Most proponents of flexible online learning, and critics alike, have little more than anecdotal evidence to support their claims about the benefits or drawbacks of flexibility (Houlden & Veletsianos, 2019; Veletsianos & Houlden, 2019). This study departs from past literature that characterizes flexibility as a universal experience of online learners to explore flexibility as a relative, individual process (Houlden & Veletsianos, 2019). This exploratory, qualitative case study explores how virtual high school students at Alabama Connections Academy (ALCA) perceive and experience flexibility (of time, pace, place, and pedagogy) when learning online. Fifteen virtual students volunteered as participants and completed this study. Student participants were asked to answer open-ended journal questions about their online learning experience and then participate in 1:1 Zoom interviews about their perception of and experience with flexible online learning. By exploring individual students' perceptions and experiences, scholars and practitioners may better understand how virtual students experience flexibility in an online learning environment. This qualitative study showed that although most student participants had overtly positive perceptions of flexibility, and many reported positive experiences, there was a range in the virtual student experience and a possible tension between some students' perception of flexibility and their experienced reality. By learning more about the virtual student experience, including what students value and/or wish to change about ALCA's flexible learning policies, educators can craft policies to build more equitable online learning environments, with the potential to make flexibility more beneficial for, and accessible to, all virtual students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Experiencing education as an English learner (EL) is challenging and can result in lower persistence and graduation rates for ELs in community colleges. The overall three-year graduation rate in the United States for two-year institutions is low, but graduation rates are even lower for EL learners. One way to support EL students is through an EL-specific student success course. Student success courses have been linked to higher levels of belonging, retention, and success, yet very few institutions are offering sections of this course to meet the specific needs of EL students. A non-experimental, single-case study program evaluation design was used to evaluate a pilot Student Success Course for EL students at a community college. Key findings revealed how a student success course was modified for EL students. The primary adaptation was delivering the course in a bilingual format. The EL course syllabus and required assignments were also delivered using a bilingual modality. The course learning outcomes and most assignments were the same across EL-specific and general sections of the course. One difference was that EL students were required to complete reading journals rather than reading quizzes. Another difference was that students in the EL section had the opportunity to complete assignments in Spanish or English. The bilingual language approach helped students connect with faculty and each other. Several program recommendations and resources are shared. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Responsive teaching is an approach to instruction that foregrounds listening for, attending to and engaging with student disciplinary thinking and ideas in the classroom. This style of teaching differs from how many traditional STEM classes are taught, especially at the college level. Entry-level college science courses that are taught by graduate student teaching assistants more typically feature direct instruction centered on canonical facts or procedures. Considering research that shows the substantial benefits of responsive teaching to student participation, learning, and engagement with content, we designed a professional development course specifically for graduate student teaching assistants in biology to expose them to responsive pedagogy and encourage them to teach more responsively. This dissertation will detail the design and implementation of the professional development. Additionally, I will present the results of three studies conducted in the context of the professional development. Specifically, Study One focuses on reports of noticing and responding in teaching assistants' written journals. I will show evidence that TAs not only noticed student thinking frequently, but also reported on their interpretations and responses to that thinking in ways that valued the substance of student ideas. Study Two is a case study that reveals how one teaching assistant appeared to take up some of the principles of responsive teaching and incorporate them into her sense of what it means to teach. In this study, I will show evidence that one TA was able to take productive seeds of responsiveness present in her beliefs about teaching and operationalize those seeds into a responsive approach to student thinking. Study Three is an analysis of discussions that took place in the professional development itself that informed our understanding of how TAs were framing moments of student thinking. I will show evidence that TAs applied different frames in different moments but were consistently focused on the substance of student ideas. All in all, the three studies contribute to understanding how our responsive teaching professional development impacted the teaching assistants' beliefs about and practices in teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative, multiple time-series, correlational and quasi-experimental study examined the impact gratitude journaling had on the subjective happiness of high school students. In total, 85 student participants were stratified by grade and course before being assigned to a control group (n = 27) or treatment group the treatment group (n = 58). Subjective Happiness Survey scores were analyzed using Mixed Model Repeated Measures (MMRM) with factors for group, gender, and ethnicity, and a repeated measures factor (unstructured variance-covariance) for the week variable. The model also included two-way and 3-way interactions among group, ethnicity or gender, and week. The study found no overall statistically significant difference between groups by week (interaction p = 0.326); however, students in the journaling group had numerically higher scores after 3 weeks of journaling than in the control group. When evaluated by gender or race/ethnicity, no statistically significant difference between groups by week was found; yet, male students had numerically higher happiness scores than female students at each week, and White students had numerically higher happiness scores than non-White students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since the 1940s, researchers have envisioned lifelogging as the systematic capture and utilization of lived experiences for augmenting learning, performance, and community. Unfortunately, this vision was never actualized since few, if any, systems support lifelogging in the term's original sense. Technologies that emerged through the Quantified-Self (QS) movement allowed users to monitor and track almost every life aspect. However, the decontextualized self-tracking data QS systems produced are unsuitable for supporting learning and community engagement, and therefore have not made lifelogging a reality yet. Central to this dissertation is understanding how to augment learning and community through lifelogging. This is particularly a problem in learning in collaborative physical-recreation communities (CPRC) (e.g., regional volleyball communities, college campus-based dance communities) because CPRC members must work together in performance and learning. This dissertation addresses this motivating problem by proposing Collaborative Lifelogging (CLL), a conceptual framework of lifelogging systems inspired by Collective Computing. By facilitating collaborative procedural learning in CPRC, CLL solutions could support participation in collaborative physical recreation, leading to physical and mental health benefits such as physical fitness improvements, disease prevention, and stress relief. CLL solutions could also bring members together and improve social connectivity in the communities. This dissertation answers the following research questions. (i) Why do individuals engage with CPRC? (ii) What types of intrinsic or extrinsic feedback do community members use for procedural learning? (iii) How do community members use current technologies to gain extrinsic feedback and support procedural learning? (iv) What community-based processes support collaborative procedural learning in CPRC? (v) What do individuals identify as teachable moments? (vi) What is the perceived utility of viewing videos of teachable moments? (vii) What are the perceived benefits of CLL solutions compared to QS systems among community members? The above research questions are addressed through a series of empirical studies of recreational volleyball and dance communities in New Jersey, USA. Study I is a qualitative study with semi-structured interviews (n=32) and qualitative diaries (n=13) focusing on self-reported participation in community activities. The study findings show that individuals have multiple reasons for their engagement with CPRC, and they rely on various forms of intrinsic feedback for their procedural learning. However, they do not view QS systems as an effective way to support their procedural learning. While they do see value in using cameras (e.g., GoPros) for their learning, they face significant challenges in effectively using them. The study highlights the enormous potential of showing individuals' teachable moments through video snippets to support their procedural learning. Study II is an observational study of how members collaboratively perform and learn during community activities. Findings show that community-based processes in CPRC, such as feedback exchange among members, depend on the roles of teammates, skills levels, and personal connections in the communities. These findings inform how to incorporate these factors in the design of CLL processes for supporting feedback exchange among individuals. Study III is a contextual inquiry of teachable moments (n=15). In the study, community members identify moments during their matches and discuss them in collaborative video viewing sessions. Findings show that individuals identify moments of their successes, unsuccessful attempts and long rallies as teachable moments. These moments are also associated with improvement areas in their individual and team performance. These insights inform how to create CLL processes for identifying, contextualizing, and categorizing video snippets of teachable moments. Using a research-through-design approach, this dissertation translates the insights from studies I, II, and III into representations of CLL solutions by defining personas and pre-intervention scenarios, ideating post-intervention scenarios, and iterative user-interface prototyping. The final study, Study IV, uses a video-prototyping research method (n=11) examining the comparative utility of CLL solutions and QS systems. Findings show the perceived benefits of CLL solutions over QS systems for their support of collaborative procedural learning. The insights also highlight that integrated CLL-QS solutions are desired among high-skilled individuals. Collectively, these studies advance the understanding of the requirements for lifelogging systems supporting collaborative procedural learning in CPRC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

College is a time of emotional upheaval and adjustment. Asian international college students may benefit from an intervention such as an online written emotional disclosure protocol to help with mental health and emotional distress. This dissertation examines the affectivity, depressive symptoms, and acculturative stress of Asian international college students and begins to assess an online written emotional disclosure protocol as a potential intervention. Three MANOVA were run on the data, which suggested that Asian international college students age 26 and older experience a decrease in positive affect compared to the 22 - 25 year old age group; Indian international college students have higher positive affect than their peers; Asian international college students living in the US for 25 months or longer had negative affect than students living in the US 1 - 6 months; Asian international college students living in the US 25 months or longer had higher acculturative stress than those living in the US 7 - 24 months. LIWC2015 was utilized to examine the affective, social, and cognitive processes written about in the experimental and control prompt journals, and showed that the experimental journals had higher utilization of words that reflect these processes. The study should be replicated with a larger sample size for better accuracy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Local High School, a pseudonym, located in Northwest Mississippi has in place two differing Biology 1 curricula; in one curriculum, the students use interactive notebooks daily and in the other curriculum, they are not used. The purpose of this ex post facto quasi-experimental study was to investigate the impact that an instructional tool, such as the interactive notebook, could have on student achievement. Instructional design theory and the materials, methods, environment, collaboration, content, and assessment (MMECCA) framework served as the theoretical framework for this study. The standard measure of science proficiency was provided by the test results from the Biology 1 Subject Area Testing Program assessment (SATP). Using data from 2016-2017 Biology 1 students who took the pretest, CASE 21 assessment, and the posttest, Biology 1 SATP assessment (N = 184), three independent samples "t" tests were used to analyze the data. The first independent samples "t" test performed on data from the pretest established that the two groups began the study with similar science proficiencies. The second and third independent samples "t" tests, conducted using overall mean scores and the mean scores for each of the individual six categories from the SATP Biology 1 assessment, determined that there was a statistically significant difference in the overall science proficiency of the two groups. A position paper was developed recommending the use of the interactive notebook to improve science proficiency. Positive social change is expected to occur as this information can be used to inform educational policy makers and close the achievement gap. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this exploratory mixed-methods action research study was to expose six students studying Oral Communications 1 (OC1) at Japan's Technical University (JTU) to a sociocultural component using the textbook "Mirrors and Windows" (Huber-Kriegler, Lazar, & Strange, 2003) over an eight-week period with the assistance of project-based learning (PBL). Both quantitative and qualitative data were collected using: (a) the IDI, (b) field notes, (c) reflective student journals, (d) worksheets from in-class tasks, and (d) a focus group. This dissertation used Mertler's (2014) step-by-step process of action research to collect, document, and to analyze data concerning the students' changes in intercultural competence. The Intercultural Development Inventory (IDI) was used as the primary quantitative source of data in addition to categorized quantified anecdotes from the qualitative sources using meta-inferences. A case study was constructed using the qualitative sources (the field notes, worksheets, and focus group) through narrative analysis to further elaborate on the results from the IDI. Both quantitative and qualitative interpretations showed successful improvement in three participants' intercultural competence--from polarization defense to minimization--after the completion of the curriculum adjustment. Furthermore, analysis of the case study illustrated why some students were able to transcend polarization defense while others failed. Through the action research process improvements to the sociocultural component, methodology, and theoretical framework for future studies are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Who is the self that teaches (Palmer, 1998)? One way of uncovering a teacher's self may be to allow beginning preservice teachers the opportunity to share their education stories, which may then allow them to explore their initial self-concepts of their roles as future teachers. This study used narrative inquiry and the arts-based activities of a multimedia reflective journal and a memoir reflective assignment as tools to help beginning preservice teachers discover and learn from their education stories. The frameworks of arts-based education research, transformative learning, and transformative teaching provided a unique lens through which to explore the education stories of the beginning preservice teacher participants. This study's exploration of the education stories of beginning preservice teachers has implications for the future of preservice teacher training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the study was to explore how a group of at-risk youth in a South Florida alternative high school experienced a freehand visual arts drawing lesson as a learning portal to the teaching of the basic principles of geometry. These young people were completely devoid of interest in and failed to understand basic geometrical concepts. This research examined the importance of perception, motor, cognitive, and language skills; socioemotional development; as well as ethnic and cultural reality as important variables that help to shape the learning competencies of young people. The writer embarked on a visual art approach to help students draw on their reservoir of unique abilities for the application of primary elements such as lines, shapes, and forms to develop concept-forming skills that lead to the balancing of environmental and operational expectations. This approach could foster the development of psychological conditioning and learning competencies with regard to the early artistic concepts of drawing, painting, modeling, or making objects. Such practice could advance the connections between visualization and conceptualization that are integral to developing the skills necessary for comprehending basic geometry. Data were gathered through interviews; a focus group; participant observation; visual materials; pre- and postintervention drawing and geometry activities; pattern matching; review of reflective journals; and nonverbal communication in addition to the drawing activity (visual materials) analysis. The participants described the exploration of the freehand visual arts drawing lesson on geometric objects with great enthusiasm. They were engaged in the activity and showed increased knowledge of geometry. All 12 participants indicated the drawing process helped their understanding of geometry. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this case study was to explore the perspectives and reflections of students and an educator who engaged in the assessment techniques of versioning and critique in a high school classroom employing Technology-Based Music Instruction (TBMI). The use of versioning (whereby students saved projects daily with a different file name), and critique was supported by and chosen based on a constructivist perspective of learning and assessment (Fosnot, 2005; Jonassen, 1992; Scott, 2012). I sought to document what students expressed about their experiences with versioning and critique in a TBMI classroom in relation to their learning process. I also explored the ways students constructed meaning and understanding through the process of reflection and discourse while using versioning and critique in a TBMI setting, as well as the ways their experiences with versioning and critique influenced their views of growth and self-expression. I presented one educator's impressions regarding how the use of versioning and critique influenced his view of assessment in a TBMI setting. Study participants included a teacher and four students engaged in composition as part of an Introduction to Music Technology class at a private high school. Over a three-month period, I conducted three observations and two interviews with each study participant. Data included transcriptions of interviews, student journals, videos of the classroom, and fieldnotes. For data analysis, I employed an iterative coding process, which included a deductive and inductive application of codes. Data were then sorted thematically and summarized. Analysis revealed that the educator and students found both versioning and critique to be helpful and valuable in a number of ways. The students and teacher reported that versioning provided information about each student's individual productivity level and unique compositional process. Students found that sharing their music and providing feedback with their peers through the critique process enabled them to interact with a community of musicians who had varying musical tastes and backgrounds. Future research could expand on this study by implementing daily student reflections and replicating aspects of this study in other classroom settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Learning progressions are the latest tool to understand the ways science learning occurs and they underlie the structure and framework of the "Next Generation Science Standards". Prior research indicated a variety of ways to develop and validate learning progressions and learning progression's general positive impact on students' science learning. However, no study has explicitly employed science notebooks as the cornerstone to the development and/or validation processes. Therefore, the research question is: what is the impact on students' science learning outcomes when a middle school science learning progression is developed and validated using science notebooks as part of an inquiry-based instructional intervention? A rock cycle learning progression based on the systems thinking hierarchy model was developed. Using a causal-comparative case study, the study validated the rock cycle learning progression by implementing a three-week instructional intervention with 22 rising 8th grade students in an urban charter school. Data were Rock Cycle Assessment pretest and posttest scores, symbolic media, and reflective conclusions. Three important results emerged: a) a statistically non-significant relationship existed between posttest scores of the On-campus and Learning Progression groups, but there was a statistically significant relationship between posttest scores of the Off-campus and Learning Progression groups; b) intervention participants were partially able or unable to describe their science learning; and c) there was moderate to strong association between each symbolic media categorical descriptor and the inquiry phase in which it was produced. The results suggest that the phase-placement of symbolic media in science notebooks influences science learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many nursing students experience anxiety in the clinical setting. Increased anxiety impairs students' ability to learn and can have a negative effect on patient safety. To promote student learning and patient safety, it is imperative that nurse educators identify and implement strategies to decrease nursing students' anxiety. The purpose of this embedded mixed methods study was to determine if reflective journals are an effective strategy to address the problem of student anxiety. Participants were randomly assigned by their clinical group to either write guided reflective journals, non-guided reflective journals, or no reflective journals during their first clinical rotation where they provided patient care. Participants in the quantitative strand of this study (n = 20) completed an online pre-test to measure their state and trait anxiety prior to beginning their first clinical rotation. After completing the four-week clinical rotation participants completed a post-test to measure their state anxiety. Descriptive and inferential statistics were used to analyze the quantitative data. Participants in the qualitative strand of the study participated in an interview with the researcher. Magnitude coding was used to determine the participants' perception of the impact of writing reflective journals on their anxiety. In Vivo coding was used for the first cycle of coding for the qualitative data about participant experiences with writing reflective journals. Common themes were then identified. There was a decrease in state anxiety between pre-test and post-test data collection for all participants (p < 0.05). The decrease in state anxiety was statistically significant for participants in the guided reflective journal group (n = 9, p = 0.006) and the non-guided reflective journal group (n = 6, p = 0.024). The decrease in state anxiety was not statistically significant for participants in the control group (n = 5, p = 0.254). Participants who wrote guided or non-guided reflective journals thought the journals decreased their anxiety associated with the clinical setting. Participants who did not write journals thought they would have benefitted from having a journal assignment. Four themes were identified related to experiences with writing journals for all participants who wrote reflective journals: allowed time, identified feelings, assisted with processing, and increased confidence. The findings of this study support the use of reflective journals as an intervention to decrease nursing students' anxiety associated with the clinical setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study provides a qualitative approach to the issue of student engagement with a particular focus on urban area young learners in 4th grade science classes. Each class consisted of approximately 25 students. The students were given Interactive Notebooks to see whether this intervention helped promote greater engagement with the science curriculum and helped facilitate better academic achievement overall. Direct observation of students' responses were conducted to measure engagement pre and post use of the notebooks using a Likert-scale ranking of students' demonstration of engagement. Interviews and questionnaires were conducted with the teachers to gain their perspective of the learning experience. The study found that students were more engaged and demonstrated greater self-management, community, energy and initiative when compared to pre- implementation of the intervention. The findings indicate that to enhance student engagement with Science/STEM classes, it is critical that young learners be given access to learning tools like the Interactive Notebook, which heighten their interest in the curriculum, empower them to be independent and active learners, and help to develop their critical thinking skills so as to make them more committed to long-term acquisition of knowledge with particular respect to the STEM disciplines. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation, using a heuristic self-search inquiry (HSSI), provides a research vehicle for creative personal exploration seeking insight into the process of self-transformation with the intention of ultimately targeting the catalyst for life transformation. The study seeks to answer the research question: How does the use of drawings in an art journal and a variety of artistic expressions used for self-healing, symptoms management, insight, and self-transformation, impact the lived experience of the researcher-as-participant with Attention Deficit Hyperactivity Disorder and dyslexia as she maneuvered through the Ph.D. program? Supporting HSSI, drawings were incorporated from art journals and additional art produced during the time spent completing a Ph.D. program. The art draws upon Person-Centered Expressive Arts Therapy (PCEAT) principals through the authentic expression of my internal thoughts and feelings. The PCEAT program fosters expression through creativity while providing a safe, non-judgmental environment in which participants can achieve fulfillment of one's potential. The drawings and related journals serve as the primary data, and were interpreted by the artist, consistent with PCEAT principles. Emerging from my drawing and additional art implementing the HSSI stages (Initial Engagement, Immersion, Incubation, illumination, Explication, and Creative Synthesis) were six themes; Failure, Fear, ADHD/dyslexia, Death, My Birth, I am a Super Hero. The tradition of heuristic research (Moustakas, 1990, Sela-Smith, 2001, 2002) is suited for this creative inquiry guided by drawings in an art journal completed in real time and additional art modalities reinforcing the lived experience. Although the themes defined are limited the researcher/participant with unique personal interpretation, this journey may encourage other Learning Disabled (LD) adults to embrace their own personal creative adaption and self-knowledge to support their success in obtaining their educational goals. Also, I hope this HSSI presentation of myself as the researcher/participant contributes to a greater empathic understanding and possible reduction of biases within the university system concerning students with learning disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a limitless number of resources associated to reflective practices with an entire journal, Reflective Practice, devoted to the topic. Despite the abundance of resources, numerous models outlining reflective practices, and a recognition of the importance of reflective practice to counselor development (Griffith & Frieden, 2000; Hoshmand, 1994; Irving & Williams, 1995; Nelson & Neufeldt, 1998; Neufeldt, Karno, & Nelson, 1996; Orchowski, Evangelista, & Probst, 2010; Pare, Audet, Bailey, Caputo, Hatch, & Wong-Wylie, 2004; Wong-Wylie, 2007) there is a lack of literature regarding how an individual becomes a reflective counseling practitioner (Wong-Wylie, 2006). Understanding what contributes to the construction of reflectivity can assist counselor educators in helping their students become reflective counseling practioners. The purpose of this study was to explore what contributes to the construction of reflectivity in students' pre-practicum reflective journals. This study used Foucauldian Discourse Analysis (FD) to explore the dominant discourses that construct reflectivity. Six dominant discourses were found in the analysis including Disposition as Discourse, Holistic Person as Discourse, Self-Care as Discourse, Consumer as Discourse, Student as Discourse, and Future Professional as Discourse. The results of this study provide counselor educators with greater insight into what contributes to reflectivity in student's journals, a form of reflective practice. Several practical implications and guidelines for counselor educators and students have been found from this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to explore the use of 3-D printed models as an instructional tool in a middle school science classroom for students with visual impairments and compare their use to traditional tactile graphics for aiding conceptual understanding of geoscience concepts. Specifically, this study examined if the students' conceptual understanding of plate tectonics was different when 3-D printed objects were used versus traditional tactile graphics and explored the misconceptions held by students with visual impairments related to plate tectonics and associated geoscience concepts. Interview data was collected one week prior to instruction and one week after instruction and throughout the 3-week instructional period and additional ata sources included student journals, other student documents and audio taped instructional sessions. All students in the middle school classroom received instruction on plate tectonics using the same inquiry-based curriculum but during different time periods of the day. One group of students, the 3D group, had access to 3-D printed models illustrating specific geoscience concepts and the group of students, the TG group, had access to tactile graphics illustrating the same geoscience concepts. The videotaped pre and post interviews were transcribed, analyzed and coded for conceptual understanding using constant comparative analysis and to uncover student misconceptions. All student responses to the interview questions were categorized in terms of conceptual understanding. Analysis of student journals and classroom talk served to uncover student mental models and misconceptions about plate tectonics and associated geoscience concepts to measure conceptual understanding. A slight majority of the conceptual understanding before instruction was categorized as no understanding or alternative understanding and after instruction the larger majority of conceptual understanding was categorized as scientific or scientific with fragments. Most of the participants in the study increased their scientific understandings of plate tectonics and other geoscience concepts and held more scientific understandings after instruction than before instruction. All students had misconceptions before the instructional period began, but the number of misconceptions were fewer after the instructional period. Students in the TG group not only had fewer misconceptions than the 3D group before instruction, but also after instruction. Many of the student misconceptions were similar to those held by students with typical vision; however, some were unique to students with visual impairments. One unique aspect of this study was the examination of student mental models, which had not previously been done with students with visual impairments, but is more commonplace in research on students with typical vision. Student mental models were often descriptive rather than explanatory, often incorporating scientific language, but not clearly showing that the student had a complete grasp of the concept. Consistent with prior research, the use of 3-D printed models instead of tactile graphics seemed to make little difference either positively or negatively on student conceptual understanding; however, the participants did interact with the 3-D printed models differently, sometimes gleaning additional information from them. This study also provides additional support for inquiry-based instruction as an effective means of science instruction for students with visual impairments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study was to understand the self-perceptions of Latino students at an institution of higher education in Eastern Pennsylvania. Specifically, first and second year Latino student's self-perceptions of campus assimilation and involvement in campus activities were studied. Latino assimilation into Western culture has been tumultuous. Although statistics report Latino college enrollment to be the second highest in the nation, second only to Asian enrollment, degree completion rates continue to be the lowest in the nation. Subsequently, a rise in Latino population is dramatically influencing the higher education classroom, and educators are confronted with meeting the educational needs of the Latino population. Furthermore, the assimilation process of the college Latino student is arduous, and the research on self-perceptions of Latino student academic and social integration on the college campus is sparse. The voice of 10 volunteer Latino students on a non-Hispanic serving college campus in Eastern Pennsylvania revealed three unique themes that influence belongingness, academic, and social integration on the college campus. The desire to provide better opportunities for themselves and others is the drive behind academic success. Tinto's interactionalist theory serves as the foundation for exploration of the Latino student's individual experiences of academic and social integration on the college campus. Triangulation is supported by individual interviews, student journaling, and use of the cultural congruity scale. Additionally, field journaling of researcher notes are used to provide further value. Finally, recommendations for future research based on Latino student voice are explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Evaluation of student learning activities is part of the fabric of higher education. Expected by accrediting agencies within the health professions disciplines in curricula aimed at the development of reflective practitioners. Student self-reflecting journaling is a strategy frequently employed as a tool to develop reflective practitioners and promote critical reflection. Despite the value of strategy, there is little agreement in the literature regarding the methods and processes employed in the evaluation of student journals. Self-reflection journals, employed intermittently in health professions education, usually focuses on a clinical event. The purpose of this qualitative study was to explore what processes faculty use in online programs that deploy self-reflective journals to evaluate online registered nursing-bachelor of science nursing (RN-BSN) students' self-reflection journals. Eight online RN-BSN faculty who have extensive experience with the systemic use of self-reflective journals in the curriculum participated in the study to provide their insights and experiences with the evaluation of student self-reflective journals. The results revealed a surprising consensus on the first steps along with general agreement on the challenges with the evaluation of the self-reflective journals and the benefits of self -reflection journals in the development of reflective practice. The constant comparison data analysis revealed three broad themes regarding the processes employed for evaluation: the steps in the process, the key behaviors faculty expected to find in the journals, and the faculty's beliefs regarding the value of self-reflective journals in moving students to closer to reflective practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative grounded theory study was to discover the impact on adolescent reading motivation as students were given an opportunity to select recreational reading material and read consistently during class time. This study also explored the motivational impact of student engagement from dialogue with peers about their reading content to help students gain a clearer understanding of their reading. Research data were collected from public high school students in grades 9-12 who were enrolled in an elective class or 11th or 12th grade English courses and provided feedback about exposing students to a variety of options for self-selected reading, class time to read, and class discussion for improved understanding of texts. Data were collected using triangulation from silent reading observations, peer discussion transcripts, student journals written after discussions, and final interview transcripts. Analysis of data was conducted using a constant comparison of identified themes. A systematic design aided in coding of categories found from data through open coding, axial coding, and selective coding. The results have provided data for generating a theory about increasing reading motivation. The theory presented as the core phenomenon suggests that students should have access to a wide variety of interesting reading content to increase motivation to read. Students attribute their reading interests to self-selection of the material along with time to read and discuss with peers in class. This theory is presented for future research study and current application in public classrooms to elicit increased reading engagement from students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In an effort to support preservice science teachers during their concurrent student teaching experiences and masters coursework, I created and implemented a Peer Mentoring Intervention to add an additional layer of support to those most traditionally curated. In this intervention, preservice secondary science teachers were paired into heterarchical (as contrasted with hierarchical) mentoring groups, instructed in norms of collaboration and given class time to work as dyads offering support and feedback to one another. During the three-semester span of the intervention data was collected in many forms, such as prompted journal entries, course assignments and semi-structured interviews. Qualitative findings are reported and the case study of one dyad is also presented. Findings included concerns and solutions regarding relating to the assigned peer, developing academic and organizational skills, navigating and learning to appreciate different layers of support, a deeper level of reflection, varying levels of commitment to social justice, and realized self-efficacy. Next steps include refining and implementing the program with a new cohort of students as well as following the participants as they move forward in their teaching careers as well as rethinking the role of mentorship to realize equality among members and challenge the traditionally established hierarchies in mentor relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation presents multiple studies with the purpose of understanding the connections between undergraduate engineering students' motivations, specifically students' Future Time Perspectives (FTPs) and Self-Regulated Learning (SRL). FTP refers to the views students hold about the future and how their perceptions of current tasks are affected by these views. SRL connects the behaviors, metacognition, and motivation of students in their learning. The goals of this research project were to 1) qualitatively describe and document engineering students' SRL strategies, 2) examine interactions between engineering students' FTPs and SRL strategy use, and 3) explore goal-setting as a bridge between FTP and SRL. In an exploratory qualitative study with mid-year industrial engineering students to examine the SRL strategies used before and after an SRL intervention, results showed that students intended to use more SRL strategies than they attempted. However, students self-reported using new SRL strategies from the intervention. Students in this population also completed a survey and a single interview about FTP and SRL. Results showed perceptions of instrumentality of coursework and skills as motivation for using SRL strategies, and a varied use of SRL strategies for students with different FTPs. Overall, three types of student FTP were seen: students with a single realistic view of the future, conflicting ideal and realistic future views, or open views of the future. A sequential explanatory mixed methods study was conducted with mid-year students from multiple engineering majors. First a cluster analysis of survey results of FTP items compared to FTP interview responses was used for participant selection. Then a multiple case study was conducted with data collected through surveys, journal entries, course performance, and two interviews. Results showed that students with a well-defined FTP self-regulated in the present based on their varied perceptions of instrumentality for their present tasks and evaluated and adapted their SRL strategies based on grades. Students with conflicting perceptions of the future used a high level of SRL in courses related to both conflicting future paths or related to their short-term goals. Students with open views had high SRL in most of their courses due to a high perception of instrumentality for their present courses. Implications for practice include use of a context-based SRL intervention to teach effective learning strategies, a shift of key general education courses to earlier in the engineering curriculum, and utilization of career-focused problems to support student FTP development and stress the importance of course content in future engineering careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores how four pre-service teachers (PSTs) came to define and understand intercultural competence (ICC) during a short-term student teaching abroad program. In this exploratory, collective case study I highlight the participants' voice by analyzing their definitions of ICC before, during, and after their experience in Germany and using their descriptions of experiences living and working in German schools collected from journals, program evaluations, group interviews (before and during), class observation notes, re-entry individual interviews, and reflection surveys. Findings were analyzed using the conceptual framework of ICC (Alred, Byram, and Flemings, 2006; Bennett, 2008; Deardorff, 2006, 2008; Fantini, 2009) and transformative learning theory (Cranton, 2006; Mezirow, 1978, 1991, 2000; Taylor, 1994a, 1994b, 1997). Findings reveal that participants developed a more complex understanding of ICC over the course of a one-month student teaching abroad experience and that perspective transformation occurred in some of the participants. However, the pattern and depth of the transformation depend as much on participants' affective and cognitive tendencies (impacted by individual's professional and personal characteristics and history) as it does on program components. Four themes emerged from the data: (a) cross-cultural comparisons; (b) sociolinguistic awareness; (c) self-development; and (d) cultural awareness. All participants grew in their understanding and conceptualization of ICC, but two of the four individuals completed a perspective transformation during the four-week overseas period. The other two participants' experiences validate Cranton's (2006) concept of transformation iterative and cyclical and not hierarchical or linear. In addition to the theoretical implication, the applications for universities and K-12 schools can be many. Schools and universities have increased their focus on global education and creating opportunities for their students to participate in different cultural immersion experiences. This dissertation highlights the importance of studying genuine experiences in an international setting and shows ways in which international student teaching abroad program coordinators can maximize the possibility of their students developing an understanding of ICC that can be used not only for teaching abroad, but also when teaching culturally, linguistically, and racially diverse students in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high school students. The study was conducted with 12 traditional-aged, gifted college freshmen enrolled in high-ACT and honors sections of an extended orientation course at a small, private, Midwestern university. Data were collected through journal entries, intensive individual interviews, and focus groups conducted throughout students' first semester. The data were analyzed through a process of initial line-by-line coding, focused coding, and axial coding. A paradigm model was developed from students' descriptions of their experiences in transition. The results of the study indicate that students' academic experiences in high school directly affect the development of their academic self-concept, as well as the nature of their transition and the academic and social coping behaviors they develop. Students reported lack of challenge in high school, which for many resulted in delayed development of the requisite academic skills for successful transition to college academics. In addition, students described feeling fearful and confused as they encountered academic challenge. Furthermore, the students explained the stigma of being an honors student, as well as the unrealistic expectations they often experienced from their family and peers. Contrary to the persistent myth that gifted students will be fine on their own, this study illustrates the challenges students who experienced academic achievement in high school with little to no academic effort face when confronted with the challenge of college coursework. The constructed theory could be used for future research regarding how gifted students experience transition, effective educational environments for gifted high school students, and the effectiveness of various types of programming on their transition to college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

New student-affairs professionals participated in a 6-month, qualitative, phenomenological study. The purpose of this study was to use the constructs of Schlossberg's Transition theory to explore the experiences of new professionals who had recently graduated from a college student-development master's program and their transitions to full-time, professional jobs. Monthly online journaling was used to collect the data, with a focus group at the end of the study. The results of this study provide insights on new student-affairs professionals' experiences during this transition from graduate school to work for the first 6 months of their new employment. The template analysis suggests that, overall, students felt their situation was manageable, they relied on their previous transition experiences during this period, their families and friends were their support systems, and the main strategy they used during this transition period was physical exercise. The data also suggest three emergent themes: communication was a must during transition, the process of transition takes time, and participants were excited to make a difference with students. Overall, this study provides the basis for academic professionals and others to gain a richer understanding of the experiences of young professionals in transition to their respective roles in student affairs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored how three preservice school leaders (PSLs) in California spent their time during their fieldwork for their school-leader-preparation programs and if they were gaining experience in all of the California Professional Standards for Education Leaders (CPSEL). Specifically, my dissertation examined the use of a daily log (Project Reflect), a custom-built web-based application that is designed to serve as an easy-to-use measure of preservice-school-leader practice. The application was accessed from Internet-connected devices and logged time spent in practical situations in each of the CPSEL. This exploratory case study was conducted with three preservice school leaders in the San Francisco Bay Area. The mobile web-based application allowed the PSLs and the researcher to gain a better understanding of how the PSLs use their time during their fieldwork. Data also were collected from PSLs through short surveys and semistructured interviews. School-leader-preparation programs have been criticized heavily for failing to provide adequate training for future leaders. The findings indicated that preservice school leaders do not feel adequately prepared to lead schools after a program that includes fieldwork, rather than an internship or residency. Fieldwork is limited by seasonality of the work, the responsibilities of the PSLs' job, and their ability to access experiences in all standards. The themes that emerged during the study were seasonality of work, purposefully accessing opportunities, the benefits of self-tracking, and the lack of preparation in the standards. This study contributes to understanding of how PSLs spend their during their reparation programs and can give insight into more effective ways the train PSLs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This narrative inquiry collective case study investigated the experiences of six sixth grade American Indian males of the Lumbee tribe who struggle with reading. Bounded within an asynchronous closed wiki site, students from three sixth grade classes participated in online threaded discussions and created, posted, and viewed multimedia projects related to topics from a shared reading of "The Red Pyramid" (Riordan, 2010) during a social studies unit about ancient Egypt. Collected over a two-month period, data sources included: (a) researcher field notes, (b) semi-structured interviews, (c) student journal entries, (d) student work products submitted online in the wiki site, and (e) online threaded discussion (OTD) posts housed within the site. A combination of open coding and "a priori" coding was used as part of the analysis process. "A priori" coding was informed by Transactional Reader Response Theory (Rosenblatt, 1938/1995). Narrative forms of data were also analyzed using a significance analysis process that addressed evaluative devices in narrating to explore meaning making processes used by the six cases. Four major themes emerged from the cross-case data analysis: (a) connecting, (b) conversing, (c) collaborating, and (d) comparing. Findings indicated Lumbee males in this study used offline and online conversation and collaboration with peers to accomplish academic goals when working within the wiki site. They also utilized agency regarding use of technology and took leadership in partnerships to assist others in completing online assignments, recreating selves into a successful academic identities. Future research should address effects on comprehension with studies conducted over longer periods of time that utilize online literature discussion and study mediated through social media technologies. Additionally, these students demonstrated a desire for authentic and meaningful texts with Lumbee culture represented. After identification or creation of these texts for non-reservation American Indian males, future research should study effects these texts have on reading comprehension, engagement, identity, and agency for this population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this narrative study is to understand the educational experiences of academically resilient, first-generation students from low-income backgrounds who demonstrate first-year success in college. Through a framework based on academic resilience, this study aims to provide a strengths-based exploration of the contributing factors that led to educational success for these students throughout their K-12 and postsecondary experiences. It addresses the following three questions: 1) What are the stories of first-generation, low-income students' educational paths, including their experiences of college exploration, college preparation, access to college, and first-year success? 2) Academic resilience theory posits that protective factors are key elements in students' experiences of resilience processes. What protective factors do academically resilient first-generation, low-income students experience, how do protective factors interact with each other and with risk factors, and how do these factors and processes change throughout students' educational paths? 3) What role does social support play in students' educational paths, and how do the nature, source, and relative importance of social support change throughout students' educational paths? Collected through semi-structured interviews and journal reflections, the data for this study included the narrative educational stories of eight first-generation, low-income students who had recently experienced a successful first year of college at a large public university. Data were analyzed using thematic narrative analysis. Findings indicated three primary themes that emerged from across participants' experiences. The first theme highlights how each participant's family emphasized education through prioritizing the value of education, holding high expectations for educational attainment, and actively protecting students from risk factors. The second theme emphasizes the ways in which students accrued educational resources and opportunities. Participants' relationships with mentors, educators, and peers fostered social support and supplemented families' resources. Additionally, educational programs and opportunities in students' environments facilitated experiences that increased motivation, shaped aspirations, and imparted information. The third theme illustrates how students developed protective dispositional characteristics that supported their success, such as a strong work ethic, determination and self-efficacy, love of learning, proactivity and help-seeking, wanting to prove others' negative expectations wrong, and positivity. Students described many ways in which they acquired beneficial traits from familial, environmental, and personal sources throughout their educational paths that they could draw on as strengths to achieve success despite the potentially negative effects of their risk factors. These characteristics were particularly important in mitigating postsecondary challenges as they arose during the first year of college.The conclusions of this study highlight valuable ways through which first-generation, low-income students can accumulate meaningful educational resources, excel despite potentially negative risk factors, and navigate successful paths towards success in the first year of college. For participants, collaborative accumulation of educational resources led to success, social support networks adapted to facilitate success, and academic resilience effectively explained experiences of success. Participants' experiences of academic resilience involved interactive processes through which protective factors worked together to minimize the effects of risk factors throughout their educational paths. A suggestion for broadening a model of academic resilience to incorporate the collective and cumulative role of protective factors and participants' shifting involvement in their own academic resilience processes is presented. The study concludes with implications for expanding future research, informing practice, and guiding relevant policy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The emergence of social media technologies (SMT) as important features of life in the twenty-first century has aroused the curiosity of teachers and scholars in higher education and given rise to numerous experiments using SMT as tools of instruction in college and university classrooms. A body of research has emerged from those experiments which suggests that SMT may be useful in promoting student learning and improving academic outcomes. However, as of yet the evidence from that research is scant and inconclusive. The study described here was designed to contribute to that body of research by investigating whether or not requiring students to use a microblog--Twitter in this case--in a community college history course would help students display higher levels of attainment of content-based course learning outcomes on traditional types of assessments. Student activity on Twitter and performance on traditional types of assessments were quantitatively tracked and evaluated according to a number of specialized rubrics, the results of which were integrated into a series of hierarchical regression analyses. Qualitative data was also collected in the form of open-ended questionnaires in order to provide insight into how students perceived of and used Twitter as an instructional tool. Data obtained through both methodologies were integrated into the final analysis. The results of this study suggest that microblogs can be an effective platform for teaching and learning when the instructor is experienced in the use of the medium, deliberate in how it is used, and highly engaged during use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study sought to investigate the impact of a first-year, faith-based leadership learning community in a Catholic, urban and northeastern institution of higher education. The research assessed the impact of the organizational model of appreciative advising, utilized as the framework for the curriculum of this first-year program. This study also provides insight into the leadership and faith development of a learning community of fifteen incoming freshmen students, identified as leaders in their Catholic faith prior to college. The participants included fifty-five Catholic students representing samples of a first-year, faith-based leadership learning community, faith-engaged students and non-faith engaged students. Data collection strategies included a grounded theory analysis of interviews, participant journals and field notes. The Appreciative Advising Inventory was utilized for the three groups of participants to assess the impact of appreciative advising. The findings indicated that the appreciative advising framework did have an impact on the students' first year experience and self-identification of assets as compared to the comparison groups. "Connectedness" emerged as an overarching theme to understand the appreciation and faith development of fifteen participants in the target group from three main constructs that were developed in this study: "Cultural Experiences," "Leadership Development" and "Socially Aware." Each construct included main categories of "Rites of Passages," "Tradition," "Invited," "Evangelize," "Academic," "Community" and "Service.". In a time when Church members are diminishing more than any other religious tradition, the findings are most critical for all levels of Catholic education. For institutions of higher education with a Catholic mission, the first-year, faith-based learning community program is a unique and creative response that allows young adults, who are connected to their faith, to develop as the Catholic leaders that the Church needs while animating and enhancing the campus culture of faith. Further implications of the research are the effectiveness of appreciative advising and the participants' identification of strengths. This can be utilized in both institutions of higher education and in religious institutions to help students discern vocations and achieve academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this case study was to determine to what extent e-readers affected struggling readers as a part of reading instruction at the middle school level to improve students' literacy skills of comprehension, fluency, and vocabulary, and to show how e-readers affected engagement and self-efficacy of struggling readers to read and use e-readers in order to determine if e-readers were a viable tool for struggling readers. The researcher of this case study sought to determine whether e-readers could be useful in solving the problem of struggling readers not being engaged in reading. Student participants in this research study were engaged and motivated to read on e-readers. Students' self-efficacy was impacted by the use of an e-reader and the literacy skills of comprehension, fluency, and vocabulary improved for these struggling readers. The results of the data from journals and observations addressed the reading engagement of struggling readers. The findings from the journals and observations indicated that these struggling readers were engaged in reading. The results of the data from interviews addressed the preference of using an e-reader or reading print material. The findings from the interviews indicated that these struggling readers preferred reading on an e-reader over reading print material. The results of the data from surveys address the self efficacy of struggling readers in reading. The findings from the surveys indicated that more students liked to read and enjoyed reading after using e-readers. Students felt they read faster on the e-reader and believed in their personal capabilities in reading after using e-readers. E-readers are effective to use with struggling readers to increase their comprehension, fluency, vocabulary skills in reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This case study analyzes the effect of the Add+VantageMRRTM (AVMR) program on a teacher's pedagogy and on her students' progress in mathematics. AVMR, a professional development program in early mathematics, trains teachers to assess their students' progress and apply those insights to their teaching pedagogy. The AVMR assessment uses a progressive interview approach to determine a student's current level of mathematical proficiency as well as the student's level of sophistication in solving problems. The study centers on an elementary school teacher and three of her students at an Aspen County, New Mexico, elementary school over a nine-month period. For the study, the participating teacher was interviewed and observed over the course of one academic year. Additional data included participating students' Everyday Math Journals, data derived from consultations with the participating teacher's AVMR Mathematics Coach, and participating students' AVMR pre and post-tests. Moreover, qualitative data were obtained through videotaping the teacher's classroom protocol, including how the teacher used AVMR principles and strategies interactively to customize her instruction to meet individual student's needs. The case study results suggest why the three students improved their mathematics skills albeit to differing levels. The results of this study suggest that AVMR mathematical strategies and activities helped to reinforce and build student understanding for the three participating students. The study findings provide evidence that early professional development in mathematics, specifically in AVMR, supported the development of the participating teacher's pedagogy and improved the mathematical achievement of the three participating students. Even though the teacher missed some opportunities, on occasion, to use AVMR techniques, the study strongly suggests using AVMR assessments to reveal what each student knows mathematically, improved the participating students' learning and understanding of mathematical concepts. Furthermore, AVMR benefited the participating teacher by providing a resource that correlates with support areas in the school's mathematics curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study addresses how my freshman world history students come to understand controversial issues as provocative within the secondary social studies classroom, and in what ways does their engagement with provocative issues influence their understanding of the content and the world around them. In addition, this research study seeks to discover in what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students. The three research questions were established to guide this study. 1. How do my world history freshman students come to understand provocative materials in regards to the historical content? 2. How does my students' engagement with these provocative materials influence their understanding of historical events and the world around them? 3. In what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students? Self-Study methodology was selected as a way to personally explore and examine my students understanding of provocative issues as well as my instruction. Grounded theory was utilized exclusively as a coding and analyzing device. To address these questions, thirteen student participants were selected for this study based on the criteria assumed by the questions. Data was collected from individual interviews, group interviews, student blog posts, and my own journal. As the data was analyzed and coded, nuanced constructs of the students' thinking began to coalesce on three distinct perceptions of provocative issues which evolved into the findings of this study. The first finding involved students who advocated for the inclusion of provocative issues. Their rationales for this inclusion were; "Real World Phenomenon," "Provocative for Grade Sake," "Provocative for Interest Sake." A second finding involved a student who opposed the inclusion of provocative issues. This student's rationales were labeled "Oppositional." The first two findings were partnered with the six students' rationales. The third finding involved the other seven students who had a varying range of nuanced articulation, varied their opinion across time, or lacked a clear robust rationale. This finding was labeled developing rationales. These students' perspectives were labeled "other voices." In addition to the student data, journaling was utilized to explore my own rationale for using provocative issues within my world history classroom. These journals provided a space for reflection on my practice in regards to the teaching of provocative issues, thus addressing my third research question. The journals, like the other data sources, were coded using grounded theory as the main analytical device. Upon completion of the data analysis of my journals, themes began to emerge that progressed into findings. The self-study findings were categorized as; "The Closed Space of Sexuality," "The Banality of Violence," and "Anti-Americanism Linked to Racism to Foster Critical Thinking." [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research on persistence in higher education identifies the importance of social and academic integration, involvement, and engagement and highlights the importance of the student's beginning years at a college or university in developing institutional commitment. This commitment increases student integration and therefore persistence. First-generation and low-income students face more challenges than traditional students as they enter and persist through college. This case study examines the impact of a retention program designed to increase student social and academic engagement and lessen financial barriers that may pose significant challenges for historically non-traditional students. The program supports 57 low-income and first-generation first-year students who received failing grades their first semester at the University. The program provided specialized opportunities for participants and allowed students to participate in a textbook rental program to lessen out-of-pocket expenses. Students' program participation, courses, and grades were tracked throughout the year. Interviews consisting of individual and group meetings as well as weekly student journals were analyzed. Participation in programming varied by participants. Findings indicate that students who participate at higher levels in activities exclusively offered to program participants exhibited higher levels of change in academic achievement and social integration than those who participated at lower levels. Students who participated at higher levels of program activities had larger increases in GPA after the intervention and participated in non-program co-curricular activities at higher rates than other participants when controlled for previous levels of participation, previous GPA, and individual characteristics. Interviews of program and University administrators and faculty involved with program participants were also analyzed. Faculty and staff highlighted the impact of academic integration activities over social integration. Ongoing impact of the program did not appear significant when reviewing student academic progress one year after the start of the intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for undergraduates. The purpose of this study is to compare the writing skills of students in freshman college composition classes who make journal entries at the beginning of each class, and those who do not. The theoretical base for the study was provided by Thorndike's laws of exercise and effect and Mezirow's transformational learning theory. This is a quantitative, quasi-experimental study, and data were gathered using a pretest-posttest design using a sample of 106 freshman students in a small two-year community college in the Midwest. A rubric was used to score a writing sample from each student at the beginning and end of the semester, and the samples were independently evaluated by three experienced college writing instructors. The significance for the study was measured by using an independent t-test. Results indicated no significant difference between the pretest and posttest writing scores of the students who wrote in journals and those who did not. The study can foster social change by helping teachers to understand the potential benefits of journaling in the development of critical thinking skills. Further study with a larger sample and an advanced writing class would be beneficial in examining whether extensive journaling would result in improved writing skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine whether the consistent use of metacognitive strategies embedded in an Interactive Student Notebook (ISN) would impact the science process skills of 7th-grade students. In addition, this study explored whether specific teacher written feedback, provided to students in the ISN, further enhanced the use of ISNs and resulted in greater gains in students' science process skills. A sample of convenience, 7th-grade students (n = 194) in two suburban middle schools in the northeastern United States, was utilized for this study. Students participated for 15 weeks in one of three instructional programs: (a) a science instructional program using ISNs embedded with metacognitive strategies and specific written feedback (treatment), (b) a science instructional program using ISNs embedded with metacognitive strategies only (comparison), and (c) a traditional science program using regular classroom instructional practices (control). Students' science process skills were measured using Form A (pretest) and Form B (posttest) of the Diet Cola Test, and data were analyzed using an analysis of variance (ANOVA) and a multiple linear regression. In addition, this study employed qualitative methods in the form of surveys to explore teachers' and students' perceptions of using the ISN and incorporating specific written feedback. Results revealed a significant main effect for type of instruction. Students in the comparison group (n = 67, M = 10.75, SD = 3.53) scored significantly higher (p = 0.026, d = 0.47, moderate) than students in the control group (n = 66, M = 9.10, SD = 3.50) on mean posttest scores of Science Process Skills. There were no significant differences between the remaining groups. In addition, regression analysis suggested that the type of feedback that students received (task-specific, process-specific, or metacogntively-specific) did not predict students' science process posttest scores. Qualitative analyses indicated that students in the treatment group believed that using the ISN and receiving specific written teacher feedback on the task to be helpful to their learning. In contrast, teachers believed that the ISN could be useful in certain settings but that a variety of feedback, especially verbal feedback, was more effective than written feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the conservation ethic of non-science majors at the beginning of the semester versus the end, within and between lecture and field groups? During fall 2012, students could attend lecture and take a traditional final or attend lecture, assist with a real-life amphibian monitoring project, and in lieu of the traditional final, keep a reflective journal. A pre-test/post-test survey designed to measure strength of conservation ethic and empathy was utilized. Using paired-samples t-tests, it was determined that for the lecture-only group the mean total ethic score after the lecture experience was not significantly greater than the mean total ethic score before the lecture experience, nor was empathy. However, for the lecture-field group, the mean total ethic score after the lecture-field experience was greater than the mean total ethic score before the lecture-field experience. The lecture-field group also reported a significant increase in empathy for salamanders, the only amphibian listed on the survey, while the lecture-only group did not. Using an independent-samples t-test on a stratified sample, it was also determined that there was no significant difference in conservation ethic between the lecture-only group and the lecture-field group at the end of the Conservation of Biodiversity experience. Analysis of the journals revealed 22 students had reflected critically, 14 had reflected, and 6 had not reflected. Recurring journal themes included confronting fear, recognition of life's interconnectedness, the importance of small changes, the importance of educating others, and evidence of true empathy. During structured interviews, it was determined that transformational leadership and experiential learning did impact student conservation ethic. Students reported that reflective journaling had a lesser impact. It appears that transformational leadership and experiential learning in conjunction with reflective journaling are powerful tools that environmental educators may be able to use to positively impact student conservation ethic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this interpretive case study was to explore the reading perceptions and attitudes of children who exhibited high levels of motivation to read. The study explored the extent to which the highly motivated children read and the extent to which they enjoy reading. Seven children enrolled in the fifth grade at a small, rural elementary school in Oklahoma participated in this study, including three boys and four girls. In order to determine children who were highly motivated, the Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996) was administered to 19 participants. Scores of the participants resulted in 7 students who met the criteria of exhibiting high levels of motivation to read and thus continued in the study. Qualitative methodology was employed. Data collected from participants' individual interviews, a written Reading Log, and a written Reading Journal were analyzed using the four steps of qualitative analysis (Bloomberg & Volpe, 2008) and themes were identified through selective highlighting (van Manen, 1990). The study resulted in a description of what reading means to children who exhibit high levels of motivation to read. The four major themes uncovered through analysis were Reading Activities, Self-Perceptions as Readers, Outside Influences on Reading, and Purpose of Reading. Interpretations from the data provided insights into children's affective domain of reading, showing they value reading and make connections with the books they read and the characters they read about. They enjoy reading but the level of enjoyment is determined by the various purposes for reading including reading to reach personal goals and explore interests. Relationships with family, friends, and teachers are important to my participants' reading attitudes, but the level and extent of each influence varied among them. Both intrinsic and extrinsic motivation played a role in their perceptions as readers and in their reasons to read. The study led to implications for educators, families, and researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research shows that children of different backgrounds and cultures learn and perform differently in mathematics despite similar intelligence levels and mathematics instruction (Alvarez & Bali, 2004). Ethnomathematics strives to explore and explain such phenomena in terms of the complex role culture plays in one's background experiences and perceptions that influence cognition and how school is experienced (Ascher, 1991; Barton, 1996; Bishop, 1994; D'Ambrosio, 1994). The importance of recognizing and utilizing the mathematical concepts imbedded in students' everyday activities is stressed in the field of ethnomathematics (Ascher, 1991; Bishop, 1994; Presmeg, 1998). In order to relate students' out-of-school experiences to content learning for the most accessible, effective math instruction, educators must have a deep understanding of students' experiences and how mathematical concepts relate to these. This qualitative research aims to shed light on the out-of-school activities that a group of 4th grade students from the same rural area of the Lowcountry of South Carolina participate. The manner in which the students participate in these activities, including any use of mathematical concepts, was explored. A technique called dialogue journaling, in which students write about their out-of-school experiences with the teacher responding with written questions and comments (Peyton, 1993), was tailored for the purposes of math education. This dialogue journaling was used to learn about students' activities, any utilization of mathematical concepts involved in these activities, and students' perceptions of the embedded mathematics. The journals were also explored as a means for classroom teachers to encourage students to apply more mathematical concepts in their out-of-school activities. It was found these students participate in a large range of daily activities. Activities that were common for many of the students included watching television, riding bikes, playing on the computer, playing video games, sports, horseback riding, hunting, riding four-wheelers, golf carts, and go-carts. Some activities were unique to individuals such as observing spiders and modeling in fashion shows. Mathematical ideas embedded in the manner in which these students participate in their activities began to emerge. These concepts include simple counting, skip counting, patterns, using money, measuring and estimating distance and weight, division, and probability. The students did not readily perceive themselves as using many mathematical ideas during their activities. Mathematical ideas that were recognized by students include simple counting, using money, and measuring. Dialogue journals proved to be an efficient strategy for learning about activities in which students participate, how they participate in such activities, and their perceptions of these activities. The majority of the students liked having written conversations with their teacher in the dialogue journals, but did not like having to respond in the journals for homework. Dialogue journals were able to be used to encourage and push students to apply more mathematical thinking when considering their daily activities in some cases, but not all. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study was used to develop an understanding of the nature of a creative learning experience that incorporated the foundational elements of Reggio Emilia, place-based education, and experience design. The study took place in an urban high school with eight students in an advanced placement art class. The qualitative research project revolved around the pollinator garden that the science teacher planted in the year prior to the study and the garden that was planted in the spring. Students were asked to create an art project that could withstand the Michigan climate. The science teacher lectured on elements of the pollinator garden, with the researcher showing examples of other artist's works found in natural settings. The students were asked to research, develop, and create a unique piece for the garden. The work was to be completed in the 6-week card marking. Qualitative data for the study were collected through the researchers' field notes, personal journal, student journals, interviews, and students' finished projects. After six weeks, the students completed their projects and six of the eight projects were hung in the garden. Participating in the study was the first time in their education that the students had opportunities to be autonomous in choosing their projects, deciding on the appropriate media, and completing the artwork on a specific schedule. During the study, the students became collegial and collaborative, offering suggestions and critiquing each other's work. The students grew educationally in a number of ways. They learned to work independently in planning and completing their art projects. They saw the link between science and art and they moved from being competitive to being cooperative. The students became engage with the environment as well as incorporating elements of the environment in their artwork. Further research is needed to determine if students in high school art classes could link the environment, science, and art to build a more comprehensive, inclusive, and cross curricular learning experience by completing similar projects to enhance their schools environment and develop an understanding of the interconnectedness between education and its practical applications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This action research study, set in a community college in the southwestern United States, was designed to investigate the effects of implementing cooperative learning strategies in a developmental mathematics course. Introductory algebra was formerly taught in a lecture based format, and as such regularly had a low course completion rate. To create a more engaging learning environment, formal and informal cooperative learning activities were integrated into the curriculum. Bandura's self-efficacy theory, Vygotsky's constructivist theory, and Deutsch's social interdependence theory guided this study. Qualitative and quantitative data were collected through pre and post self-efficacy surveys, semi-structured student interviews, student journal entries, class observations, focus groups, and pre and post mathematics assessments. Data were analyzed using a mixed methods approach. As a result of implementing cooperative learning practices as a part of my teaching, there was an increase in student attendance as well as a decrease in student withdrawal rates. Students were also more motivated to work with each other on mathematics homework outside of class sessions. There was a strong sense of community that I had not witnessed in previous courses that I have taught. Use of cooperative learning practices served as a vehicle to motivate students to work on their mathematics coursework with their peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines Latino student's impressions of the university campus climate. The over-arching question guiding this study asked: How do Latino first college generation students negotiate the psychosocial, cultural and environmental perspectives of the college experience? The conceptual framework integrates three major higher education theories: Tinto's Student Integration Model (1998), Astin's Input-Environment-Outcome Model (1993), and Scannell & Gifford's Tripartite Model of Place Attachment (2010). This study documents the perceptions of eight first generation Latino college students from the fall 2010 freshmen cohort, all attended a four-year university in California and were chosen based on the Monzon Risk Factor Matrix. In their first year in college, four respectively resided on-campus and four off-campus. A qualitative approach was used that incorporated the use of semi-structured interviews, photovoice, and journaling to capture the perspectives of first generation Latino college students' interactions with the campus environment. The data was analyzed using a social literacy process and content analysis that allowed students to describe their photos negotiating the campus climate of a university. The findings of the study point to seven themes that point to how the college students negotiate campus climate and experiences, they include (1) integration to the campus environment, (2) university support, (3) culturally reflective physical environment, (4) size of Latinos on campus, (5) social and cultural needs, (6) opportunities for creating a positive environment for Latinos, and (7) campus tensions. Seven of the descriptors accounted for 61.3% of all student entries, namely, student perceptions of psychosocial tensions, attitude towards the university, and sense of cultural awareness. The findings point to the influence of race, privilege, cost of education, balancing one's life, negotiating campus space and identity, the dominant presence of Euro-American culture of the campus, and the lack of inclusion. None of the students noted that living on campus was a contributing factor to increasing their sense of campus place or belonging. Overall, participants noted the importance of being connected to their communities socially, culturally, and politically. The study suggests a new model for examining student integration through a cultural democracy lens for on campus student support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative case study was to explore how participation in a class on servant leadership influenced the emergency services student's understanding of the role and characteristics of a servant leader. The setting for the study was a state university in the Western United States, with the six participants being declared emergency services majors that were all over the age of 18. The participants of the study underwent a 15-week leadership theory course that focused on servant leadership. The theoretical approach for the dissertation was that of servant leadership through the lens of a social constructivist, stemming from a desire to know how a servant leadership course influenced the individual emergency services student's understanding of the role and characteristics of a leader. The research design utilized multiple sources of evidence in the form of the participant's pre and post coursework questionnaires, student reflective journals, and end-of-course surveys to triangulate data for building a converging line of inquiry in order to explain the phenomena. The findings of the study showed that the experience of undergoing a servant leadership class influenced the students' understanding of the role and characteristics of a leader to more closely align with those of a servant leader, and that the experience left positive impressions on the students, possibly producing future servant leaders. The findings of this study add to the existing body of knowledge associated with servant leadership by expanding the subject into the emergency services field by relating the desire to serve that drives the emergency services responder to the desire to serve that drives one to become a servant leader. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Traditional classrooms are not being designed with deaf and hard of hearing learners in mind. Providing equal learning opportunities with the use of appropriate instructional design strategies to deaf and hard of hearing learners requires that instructional designers, faculty, and educational institutions understand what accommodations and strategies should be included in the curriculum. The purpose of this qualitative case study was to gather information about deaf and hard of hearing learners' perceptions from a hybrid learning experience and recommendations of how to design better hybrid courses to accommodate their needs. The literature review examined the deaf and hard of hearing protective laws, instructional design, online delivery approaches, web content accessibility, adaptive technology and assistive technology, and universal design that could be used to support hybrid courses for deaf and hard of hearing learners. In this study the learners were interviewed to include a focus group session, completed journal questions, and a perception survey questionnaire. The detailed explanations from the learners' perceptions and recommendations helped the research to identify common themes that provided pertinent information for the study. Study findings revealed (a) positive perception of a hybrid learning experience, (b) participation experience in a hybrid course and traditional course, (c) liked face-to-face with professor and sign language interpreter, (d) online course to access anytime and study own time, (e) experience with classroom equipment and laboratory (f) liked learning management system of Blackboard, closed captioned videos, and sign language interpreter, (g) instructional design strategies helped to achieve an equal learning opportunity and an effective and equal learning experience, (h) learners felt important and part of the hybrid course and made them feel closer to each other, (i) traditional courses vs. hybrid courses, (j) best hybrid intervention features, (k) basic design effective features, and (l) Blackboard and web content accessibility. The learners benefitted from the instructional design strategies that were used to build the hybrid course for this study. Instructional designers can benefit from the findings of this study and apply the instructional strategies employed in this research to enhance deaf and hard of hearing learning experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teaching science to students with special needs requires different approaches. A program at the study site supplemented packaged science kits with animal-assisted instruction, but such an approach was never evaluated. The purpose of this study was to provide a formative program evaluation documenting students' reactions to the use of animals as instructional tools for science. Conceptually this research project was framed in the constructivist paradigm based on the work of Dewey and Darling-Hammond. This evaluation involved a qualitative case-study approach to explore how 5th grade students with learning disabilities reacted toward science when animals were used to facilitate instruction. The research question was addressed based on the collection of data through focus group interviews, observations, and student journals. Data were analyzed as they emerged using inductive analysis in combination with typological analysis, to deconstruct the data into themes and patterns. Findings revealed students' reactions to the use of animals were positive, resulting from the engagement of students in the lesson activities and connections to the animals. Students' verbal and nonverbal engagements were noted, as well as feelings of curiosity, anxiety, and self-efficacy. The project for this study was an evaluation report for stakeholders that contained recommendations for enhancing science instruction with animals as instructional tools, acknowledging students' interests, and providing students with authentic, hands-on experiences. Implications for positive social change were that students with disabilities may be provided affirmation of their abilities to actively learn, experience, and understand science through the use of animals in such a way as to recognize their interests and develop their strengths. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This case study explored the use of students' personal mobile devices in the classroom for learning. The context was a district with an initiative called Bring Your Own Technology (BYOT), whereby students regularly utilized their personal technology as part of the curriculum. The focus of this study was to better understand how students' personal mobile devices are pedagogically integrated into the curriculum, how students experience learning in a BYOT classroom, and teachers' perspectives about student confidence and engagement in this setting. Using the expectancy-value theory of academic motivation as the guiding lens, data was collected through a document review, classroom observations, student blog, and semi-structured interviews with five teachers and twelve students. The five themes that emerged were 1) students' personal technologies are pedagogically integrated into a BYOT classroom in a variety of ways that promote collaboration, project-based learning and presentations 2) teachers perceived the use of students' personal mobile devices in the classroom as contributing to higher student engagement, and both students and teachers found learning relevant to future pursuits fostered motivation 3) the use of personal mobile devices in the classroom, which is preferred by students, promotes differentiation of instruction 4) the major challenges in a BYOT classroom are distraction and network issues and 5) a balance of using students' personal technologies and traditional classroom methods is advantageous to address the needs of different learning styles. In addition to the findings, limitations and implications for practice were identified and discussed in the conclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Historically, teacher education faculty were the field supervisors. As teacher education evolved, adjunct supervisors emerged to supervise preservice teachers where they were assigned (Slick, 1995a). By examining the preservice teachers' lived experiences of their mentoring relationship with their university supervisor, teacher education programs will be able to gain meaningful insights into the extent in which faculty supervisors as opposed to adjunct supervisors play a role in the development of this relationship. This phenomenological study attempted to add to the research on the topic of mentoring relationships between preservice teachers and their supervisors. This study used the mentoring theory, positioning theory, supervision, and Kolb's model of experiential learning as its theoretical frameworks. Five preservice teachers from Northeast Pennsylvania colleges/universities within 30 miles of each other were interviewed using a semi-structured format consisting of open-ended questions. Prior to the interview, a brief tutorial on learning styles and demographic information was collected. Online journals were collected at the end of the student teaching experience. Four themes emerged from the data: roles/responsibilities of supervisors, characteristics of effective supervisors, frequent communication, and preservice teachers' insights/personal growth. All participants had an adjunct faculty as their supervisor. Further research is recommended to examine the relationship between the preservice teacher and faculty supervisors. A study that examines the relationship between a preservice teacher with two university supervisors may add to the discussion. Practical implications include training and policies concerning communication technology such as email or texting and clarifying the roles/responsibilities of supervisors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In this study, I explored the overall efficacy of the Master of Science in Educational Leadership/ Administration (MSEL/A) program at Florida State University (FSU), by taking a closer look at the introductory course, Practicum in Educational Leadership (the Practicum), as well as the final assessment, the student e-portfolio. The MSEL/A at FSU is an educational leadership program intended to prepare students to take and pass the Florida Educational Leadership Exam (FELE) and to become school administrators in the Florida public education system. Since 2004, the program has undergone change, first becoming a blended or hybrid program, then moving completely online in 2007. The Practicum is the first course taken in the overall MSEL/A program and is made up of several components, including the Discussion Board, the Leadership Development Plan, FELE preparation, and the Mentor Journals. Overall student achievement is evidenced by the collected works found in the online portfolio at the end of the program. The practicum course, as is the overall MSEL/A program, is a fully integrated on-line course using Blackboard for group discussion postings and assignment submissions. Other than a pre-semester on-campus orientation, students interact with each other and the instructor fully at a distance using internet and/or phone. This study included a content analysis using a mixed methods approach. Surveys and interviews were used for a more in-depth analysis of content. Descriptive statistics were used to collect demographic data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]