Undergraduate Education Students\u27 Experiences in Online Cooperative Learning Activities: An Embedded Single-Case Study

The purpose of this intrinsic case study, which followed a single-case, embedded research design, was to understand undergraduate education students’ experiences in online cooperative learning environments. Garrison, Anderson, and Archer’s community of inquiry model, rooted in Vygotsky’s sociocultural theory of learning and Tinto’s student integration theory, were used to guide this study and describe the significance of fostering strong social, cognitive, and teaching presence within online learning environments. To further understand online educational environments the following central research question was posed: How do undergraduate education students describe their experiences with cooperative learning activities within an online education course in terms of social, cognitive, and teaching presence? Subquestions investigated peer interactions, cognitive engagement, and engagement with the instructor and the instructional tools used. The setting for this study was an online teacher education course at a mid-sized postsecondary institution in which cooperative learning activities were embedded in the instructional activities, referred to herein as University of Learning. Participants were identified via purposeful criterion sampling procedures, based on enrollment in EDTE 402. Data were collected and analyzed from course materials, semistructured interviews with 10 participants, and a focus group discussion conducted with volunteer participants. A thick, rich description of the case was gained from fracturing the collected data, member checks, expert reviews, and triangulation. Findings indicated that infusing cooperative activities in online teacher education courses will promote high levels of social, cognitive, and teaching presence within virtual learning settings, leading to increased student learning outcomes

Perceptions and Experiences of Teachers and Literacy Coaches\u27 Literacy Instruction

The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students\u27 literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson\u27s cognitive process teacher model, which focuses on teachers\u27 thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers\u27 and literacy coaches\u27 perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches\u27 perceptions of teachers\u27 needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers\u27 self-efficacy in literacy instruction