The Impact of High School Principal\u27s Technology Leadership on the Sustainability of Corporate Sponsored Information Communication Technology Curriculum

The proliferation of information communication technology (ICT) has placed educational institutions in the forefront in educating and training students as skilled consumers, engineers, and technicians of this widely used technology. Corporations that develop and use ICT are continually building a skilled workforce; however, because of the growth and ultimately the need for a strong, skilled workforce they are reaching out to educational institutions to help bridge the gap in building this need. Corporations such as Cisco Systems, Microsoft, Oracle, Adobe, VMware, and others developed curricular programs that offer both K - 12 and higher education a means to educate and train students to become educated users, engineers, and technicians with the use of their products. The purpose of this mixed method study is to examine the high school administrator`s impact on the sustainability of corporate-sponsored ICT curriculum programs specifically within the State of Montana. The quantitative research examined the impact of high school principals` scores on the Principals` Technology Leadership Assessment (PTLA) scores and the number of months high schools participated in corporate-sponsored ICT curriculum (sustainability score); specifically the Cisco Networking Academy program. This study used the Spearman`s Rank-Order Correlation Coefficient in order to evaluate the PTLA and sustainability scores both for the State of Montana as a whole and by separate high school class sizes. The qualitative research was based upon a case study of the Cisco Networking Academy (CNA) program for Montana high school administrators on their impact on the sustainability of the CNA program within their individual high schools. This was combined with a post hoc item analysis of the PTLA scores primarily for the purpose to understand the eighteen (18) participants better. The results of both the qualitative and quantitative studies helped to develop factors that described the sustainability of corporate-sponsored ICT curricula in Montana high schools

Praxis and insider-outsider relationships: the role of non-indigenous teachers in promoting indigenous language and culture in educational spaces

Thesis (M.A.) University of Alaska Fairbanks, 2014In many places throughout Alaska, non-Alaska Native certified teachers are working in communities that foster (or seek to foster) Alaska Native language and culture revitalization in the schools. Often, this means teachers with limited knowledge of the target language need to figure out how to support that content in their classrooms. This qualitative thesis examines interview and field note data collected from five non-Alaska Native teachers (working in Southwest schools) while they took summer classes at an Alaskan university. The teachers shared reflections on their struggles and successes in seeking to facilitate the integration of local Indigenous Knowledges into their schools and classrooms. Several common themes were identified, including Positioning Self as Co-Learner, Transforming Attitude towards Village English (VE)/Yugtun, Promoting VE/Yugtun in the Classroom, and Valuing Linguistic Affordances to Transform Self. When viewed through the lens of critical pedagogy, these themes indicate that participants are engaging in praxis -- or reflecting critically and acting -- in order to move towards supporting Indigenous knowledges in beneficial, non-appropriative ways

Sometimes a teacher, sometimes not: connections and voice in critical library instruction

Doctor of PhilosophyCurriculum and Instruction ProgramsF. Todd GoodsonKay Ann TaylorLibrary instruction in a university setting, in the primary manner it has been taught for decades, has a problem: the instruction is not teaching. Many library instruction sessions at universities are taught through a traditional lecture-style instruction session where students are allowed no voice in the classroom and there is no room for any evaluation of the information presented. Teaching without an engaged pedagogical framework without any active participation is problematic for teaching critical information literacy. This research focused on library instruction within higher education institutions and the choices made by instruction librarians to include (or not) critical pedagogy and critical information literacy within their teaching styles and classrooms. This study explored (a) the decisions of librarians to teach either in the traditional or critical library pedagogy manner and (b) barriers or encouragement in librarians’ choice to teach through a critical lens. With critical theory as the overarching framework and engaged pedagogy a central part to all these theories, critical engaged pedagogy combines critical race feminist theory, critical library pedagogy, and critical information literacy (the latter two frequently used interchangeably). The combined theoretical framework gives context for researching the reasons that instruction librarians choose (or do not) to implement these theoretical and pedagogical styles into their instruction of information literacy in classrooms. Using the qualitative methodology of narrative inquiry, specifically narrative analysis, this study analyzed and interpreted data from interviews, observational data, and field notes recorded in a reflexive journal through the lens of this theoretical framework. Findings showed that in their everyday experiences as academic instruction librarians, the participants faced both barriers and encouragement to their decisions regarding teaching methods and curriculum in addition to how they are impacting their students’ lives and learning. Four different themes emerged from the data. The first theme, sometimes a teacher, sometimes not, speaks to the struggle that the participants handled every day: though they were instruction librarians, they were not able to always feel as though they were real teachers or faculty on their campuses. The second theme, if only I had a choice, discusses how discipline faculty affect their teaching decisions and the participants’ goal to at least try to teach critical evaluation to the students. The third theme, teaching is a political act, focuses on participants’ teaching under a critical library instruction pedagogy, emphasizing their engagement with the students, the falsehood of neutrality, and teaching about marginalized groups, injustice, oppression, and similar political-minded concepts in their classes. The fourth theme, real world, lifelong skills, discusses how the participants view their impact on student learning and student lives in general, demonstrated through teaching students critical thinking and evaluation (of the real world) skills in addition to impacting students beyond the classroom

Motivational barriers : technology use by minorities

This research paper reviews motivational factors that affect the use of technology by minorities. The technology gap is taking a toll on individuals, communities, and Society at large. Sixty percent of jobs require skills with technology. Students with limited or no access to computers are falling behind in developing skills that are needed in college and in the job market. This lack of infrastructure strikes some as particularly worrisome because it comes at a time when the federal government is forcing individuals and communities to become more self-sufficient. The research cited in this paper addresses the existence of a digital divide, describes motivational barriers for minorities, suggests instructional strategies to motivate minorities, and provides examples and recommendations for what exists now

THE POTENTIAL ROLE OF TRAUMA-INFORMED POSITIVE EDUCATION IN THE SECONDARY MATHEMATICS CLASSROOM IN DISRUPTING THE PRESCHOOL-TO-PRISON PIPELINE

This mixed-methods study considered the potential for trauma-informed mathematics education to disrupt the preschool-to-prison (or school-to-prison) pipeline. Phenomenological qualitative interviews were conducted in conjunction with the use of the Attitudes Related to Trauma-Informed Care (ARTIC; Baker et al., 2016) scale to determine teacher perceptions of trauma-informed care practices, their thoughts regarding challenging classroom behaviors and the connection of these behaviors with trauma and the pipeline, and their ideas about how much of an impact teachers can have on students who present with challenging behaviors that might be symptoms of trauma or that might be an indicator of future incarceration. This study found that there is high potential for disrupting the preschool-to-prison pipeline in using trauma-informed practices in mathematics classrooms, but also found that there are limits that teachers perceive for this impact

A case study on learners' 'skills o discovery and interaction' in instant messenger-mediated intercultural dialogue between university students in Taiwan and in UK

his study explores foreign language learners' "skills of discovery and interaction" (Byram, 1997) in instant messenger-mediated intercultural dialogue. Five pairs of foreign language learners (five English as Foreign Language learners from Taiwan and five Chinese as Foreign Language learners from the UK) are recruited for participating in the telecollaborative dialogue on each other's cultures. The analysis starts with an ethnographic approach to realize how the specific characteristics of instant messengers (abbreviated as IM) can affect learners' practice of "skills of discovery and interaction" with their online interlocutors in the intercultural exchangeEThOS - Electronic Theses Online ServiceGBUnited Kingdo

Listening to Learn: Family Engagement when Children are Deaf or Hearing Impaired

There is a growing body of research that shows correlation between family engagement and enhanced student outcomes. Federal legislation regulating special education (notably IDEA, 2004 and ESSA, 2015) has placed an increasing emphasis on family engagement with each iteration. Furthermore, it is commonly understood that family engagement is crucial when a child has a hearing impairment. Recognizing that connection, this study intended to explore the practices that parents of children who are deaf or hearing impaired perceive as facilitative of and obstacles to family engagement in the special education experience. The purpose of the study was to highlight these strategies in an effort to enhance their effectiveness among stakeholders in special education. The conceptual framework was supported by research and included three streams: 1. families of children who are deaf and hearing impaired; 2. home, school, and community engagement; and 3. facilitative practices and obstacles to engagement. The sample population included parents of children who ranged in age from kindergarten to entering college and who participate in hearing support service as their primary special education assignment. A phenomenological approach was taken in examining the shared life experiences of the participants. An initial poll of families of children with hearing loss in a southeastern Pennsylvania regional service agency identified participants who described themselves as having high levels of family engagement. A subset of the participants was invited to participate in one-on-one interviews and to respond to a writing prompt. Interview responses provided thick, rich descriptions of participants' experiences, which were recorded electronically, and then transcribed and analyzed to identify themes. The study revealed that parents value open, two-way communication with educational teams. They seek information, ongoing support for technology, and sustained opportunities to connect with other parents to enhance their funds of knowledge. Findings of this study represent a call to action to promote transformational leadership; necessitating the investment of time, resources, and energy that focus on family engagement as the foundation of all educational endeavors.Ed.D., Educational Leadership and Management -- Drexel University, 201

Student Development Outcomes in Service Learning for Teacher Education

Students in the Liberal Studies Track I program for teacher preparation at California State University, Long Beach, are required to participate in service learning. The SERVE (Service Experiences to ReVitaIize Education) Program provides training for the students. The purpose of this study was to develop a mechanism for infusing Chickering\u27s psychosocial development model into the training. Two questions were asked: (a) given instruction in the model and support, are students able to apply the model to further their personal and professional development? and (b) what is the best way to implement the model in service learning training? Qualitative methodology was used. The results showed that by gaining awareness of areas of development through the model, students were able to apply the student development theory to their personal lives and field of study. Recommendations for implementing the model, and for the fields of teacher education and student affairs are offered

Thinking and practice in primary science classrooms : a case study

This thesis presents a case study of the thinking and practice of an experienced primary teacher as he planned and taught a term's science topic on toys with his class of 9-10 year olds. The teacher planned the topic as a series of activities intended to promote investigation and problem-solving by his pupils. Most of the time pupils worked in small groups, testing and making vehicles or models. Information about the teacher's theories and his plans for teaching the topic was collected through interviews, conversations and written notes over the school year. In the third term, when the topic was taught, his actions and thoughts in the lessons were traced through classroom observation and audiorecording. Analysis of the teacher's theories identified his beliefs and his repertoire of knowledge on which he drew in planning; his specific subject knowledge in science was related to his general theories of teaching and learning. His planning was seen to be a layered process in which he formed images of the flow of activity in each layer: the year, term, activity and lesson. The teacher's thinking during lessons, referred to as thinking-in-action, was closely related to the classroom action but involved more than thoughts about immediate interactions and decisions. The analysis of dilemmas identified by the teacher provided insights into the nature of his thinking-in-action and its influence on his theories. The relationship of thinking and practice in this case of teaching was compared to Schon's (1983.1987) account of the reflective practice of professionals, particularly to his concept of reflection-in-action. A model was developed within which a teacher's theories, planning and thinking-in-action can be related to one another and to action in a particular situation. Implications for research into teachers' thinking, for primary science and technology, and for the professional development of teachers are discussed

Internet-mediated intercultural English language education in China's higher education institutions

In the information age, the advent of Internet technologies has made it possible to transform language learning and teaching, through online intercultural exploration and exchange. The role of English as an international language in global communication is recognised in China's latest national guidelines for tertiary language curricula, which seek to develop professionals possessing both sound language proficiency and intercultural competence, alongside other goals such as information literacy and learner autonomy. This thesis examines the actual delivery of an intercultural dimension mediated by Internet technologies. To this end, this thesis reports an investigation into the situation of Internet-mediated intercultural English language teaching and learning at China's higher education institutions conducted between 2008 and 2009. Multi-stage and multi-site fieldwork combined a survey approach and a collective case study approach. The researcher being the primary data collection tool, data obtained from questionnaire survey, interview (and informal conversation), observation and document collection instruments have been combined. The survey findings thus not only have breadth, but also provide materials for in-depth studies of sample cases. Four cases, demonstrating a variety of institutional, individual, pedagogical and technological factors, are analysed at greater length to explore whether evidenced Internet-mediated practices might facilitate an intercultural approach to teaching and learning. Comparisons suggest that, despite their differing characteristics and contexts, there are some commonalities in terms of Internet-mediated activities entailing elements of an intercultural approach. These elements are synthesised and mapped out in an original pedagogical framework for Internet-mediated intercultural teaching and learning, with a set of guiding principles. This framework advocates establishing an Internet-mediated intra-class community as the basis for undertaking intercultural language activities, complementing the prevailing telecollaborative model for the development of intercultural communicative competence. This outcome contributes to a fuller understanding of the design of Internet-mediated intercultural language activities