Browsing by Author "Magliaro, Susan G."
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- Administrators' Pespectives of the Impact of Mandatory Qualifying Examinations for Students with Learning DisabilitiesClayton-Prince, Lynn (Virginia Tech, 2007-06-13)In Virginia students with learning disabilities, as well as students in general education, are required to pass the Virginia Standards of Learning test in order to receive a diploma from high school. Currently there are 20 states that use exit exams with five more states anticipated to start by 2009 (Center on Education Policy, 2005). The purpose of this study was to identify the perceptions of Virginia Special Education Directors, Principals and Lead Teachers regarding the impact of the state graduation requirements on the educational experiences of and outcomes for students with learning disabilities. This study was adapted from a similar investigation conducted from Indiana and applied to survey Virginia administrators. Additionally, the study was used to identify the changes Virginia administrators perceive are needed in order to best support students in meeting those requirements. The target population of participants of this study consisted of three groups of educators: (a) Directors of Special Education; (b) Principals; and (c) Lead Teachers of Special Education in Virginia public high schools. A survey research design was employed for this study. The instrument included 70 Likert type items, with one demographic item. A total of 510 surveys were sent through email to administrators in the state of Virginia; 148 were returned with incorrect addresses. A response total of 104 emails were received: Directors of Special Education, 26.9%; Principals, 56.7%; and Lead Teachers, 16.3%. Data were analyzed using descriptive statistics. A descriptive summary of responses for respondents was developed using mean and frequency percentages. Inferential statistics was used to answer the research questions presented in this study. Analysis of Variance (ANOVA) was used to determine if there was a significant difference between the three groups regarding high stakes testing of students with learning disabilities. Significance (p less than or equal to .05) was not noted in any areas when comparing administrators perspectives of graduation requirements that impact educational experiences and outcomes of students, however the area of changes that administrators perceive are needed in order to best support students in meeting these requirements, significance (p less than or equal to .05) was noted. Findings indicate that administrators felt that as a result of the graduation requirement, it is important for special education students to be included in general education classes and exposed to the general education curriculum. They also agreed that special education and general education teachers need to be exposed to professional development to help students be successful in high stakes testing. Another finding from this study was administrators felt that including greater use of practice materials and instruction in test taking would also be needed to help students be successful.
- Advanced Placement and College Success in Freshman and Sophomore Level Biology CoursesEvans, Jackson Allan (Virginia Tech, 2009-03-16)This investigation examines college success in freshman and sophomore level biology courses for students with biology AP credit by addressing the following questions: One, Does AP biology experience increase academic performance in freshman biology? Do AP students with scores of 3 significantly outperform non-AP students? Do AP students with scores of 5 significantly outperform non-AP students in sophomore level biology courses? Two groups of college freshman and sophomores, those with AP biology scores and those without, were matched in regards to gender and SAT scores and instructor of record. Results suggest that students with biology AP scores of 3 may not, as suggested by the College Board, be adequately prepared to enroll directly into sophomore level biology courses. Results from this dissertation suggest the following implications: (a) AP students with final AP exam scores of 1 and 2 have derived little if any benefit from their yearlong AP biology course and the AP final exam in regards to Freshman Biology I; (b) AP biology students with scores of 3 and 4 on their end-of-the-year biology AP exam appear to be well prepared to be successful, based on mean final grades, in Freshman Biology I; (c) There is no supporting evidence that suggests AP students with AP final exam scores of 3 or 4 are adequately prepared to enroll directly into sophomore level biology courses and be successful; and (d) AP students with scores of 5 who have enrolled directly into sophomore level biology courses did not significantly outperform, based on mean final grades, non-AP students who have taken the two semester sequence of freshman biology courses. Further research needs to be done at each college and university participating in the Advanced Placement program to set appropriate cut off scores for the end-of-the-year AP exam score in regards to awarding college credit. Moreover, a considerable amount of research carried out thus far fails to capture many of the variables known to be associated with college success. Therefore, further research done in this area needs to control for these other variables.
- Agricultural Cooperation and Horticultural Produce Marketing in Southwest VirginiaTrupo, Paul (Virginia Tech, 1997-06-04)Agricultural production in Southwest Virginia is characterized by numerous small, geographically disperse farms dedicated to traditional practices of producing tobacco and cattle. Community leaders have expressed the desire to diversify the region's agricultural production base to include potentially more profitable commodities such as horticultural crops. In order for the small growers to penetrate the fresh horticultural market and compete with the larger production regions, they must organize themselves into a farmer cooperative that allows them to pool resources, reduce costs, and share risk. A successful cooperative will increase farm incomes for the region's producers. The co-op will strive to obtain a higher price for the commodities produced than that price which can be obtained by growers acting independently. The increase in farm incomes should offset forecasted decreases in agricultural incomes resulting from declines in the region's traditional production activities. Increased farm incomes for a large number of small growers should have a substantial impact on agricultural producers, marketers, and equipment suppliers and lead to economic development for the region as a whole. Several past horticultural cooperative efforts have been publicly financed and eventually failed for a wide variety of reasons. The methodology used in this research include surveying and interviewing marketing specialists, co-op managers, growers, extension agents, horticulturists, and other experts involved with both successful and failed cooperative efforts. The data gathered from these interviews has been used to identify key factors that have contributed to the success or failure of the other cooperative efforts. Based on the key factors identified from the research, a specific cooperative structure has been developed for the Southwest Virginia growers. This organizational structure incorporates into its legal documentation (bylaws, business plan, and marketing agreement) the critical factors that must be carried out by members, management, extension, and marketers in order to increase the probability for the cooperative's long-term survival and profitability.
- An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and UniversitiesCarter, Carolyn Walsh (Virginia Tech, 1998-08-05)This descriptive study examines the status of the diffusion and adoption of computer-based technology in the 33 Appalachian College Association schools and universities. The study was conducted in two phases. In Phase I a survey instrument was sent to six hundred randomly selected Appalachian College Association full-time faculty. This survey instrument was used to determine the frequency with which faculty use computer-based technology in the curriculum of the ACA liberal arts colleges and universities. The results of this survey were compared to those of the same survey administered to 59 full-time faculty at Milligan College. In Phase II, in-depth interviews were conducted with sixteen Milligan College faculty members to determine why computer-based technology is or is not being used, how often it is being used, and with what results. An analysis of the results of the study show that word processing software, e-mail, and WWW resources at school are the most frequently used computer-based technologies. Other technologies are occasionally used and, still others, rarely or never used. Faculty gave only anecdotal evidence that the use of computer-based technology in the classroom was effective, but they were able to describe instances where they felt computer-based technology was effective and instances where its use should be avoided. In addition, these interviews provided insight about faculty attitudes toward the use of computer-based technology in the teaching/learning process, support and resources that are available, faculty training and professional development preferences, and anticipated future uses of computer-based technology. The survey instrument and interview questions are included with the document.
- Capturing the multiple landscapes of excellence: perceptions, enactment, and evaluations of teaching practices in four university undergraduate coursesBerry, Sandra Eileen (Virginia Tech, 1995-04-05)This study was directed at capturing the multiple landscapes of undergraduate teaching excellence as viewed by the major stakeholders in college classrooms, the students and their teachers. These landscapes were described and examined with an eye towards gleaning conceptualizations of teaching excellence that could inform the construction of an integrated landscape. Such an integrated landscape could serve as an ideal starting point for the construction of a comprehensive framework for the evaluation and improvement of undergraduate teaching. Participants included four exemplar teachers, acknowledged for undergraduate teaching excellence and volunteer students from each of their classes: introductory sociology, physics, agricultural economics, and composition methods. A model of teaching excellence was constructed from aggregated student conceptualizations of excellent teachers. The model consists of five major dimensions: (1) content, pedagogical, and general knowledge; (2) concern and approachability; (3) enthusiasm; (4) focus on the development of student thought processes and curiosity; and (5) course organization and classroom management. Two recurring themes underlaying students' perspectives of preferred teacher roles are described: (1) a desire for a personal or professional connection with the teacher, and (2) a desire for a teacher who is sensitive to student progress. A comparison is made between teacher and student valuations of 10 dimensions of teaching effectiveness. Teacher rankings of the items varied somewhat from those of students in their classes. Of particular interest, is the higher ranking of a focus on the development of student thought processes and curiosity by two of the teachers. Generally speaking, students placed high value on teachers’ content knowledge and enthusiasm. To capture teachers’ conceptualizations of excellent teaching in practice, researcher observations of the enacted teaching practices of these exemplars were conducted during three time periods throughout the semester. Each teaching practice is described in case format. Cases also include a presentation of student reactions to and evaluation of each teacher’s enacted practice, with particular attention to the teaching dimensions students focused on as they evaluated their teachers. In an effort to connect the results of this study with the existing literature on college teaching, frameworks of teaching excellence were constructed from student-generated and teacher-generated indicators of 10 dimensions of teaching effectiveness gleaned from the research literature. The enacted teaching practice of each of the exemplar teachers was examined using the class-specific framework. The conclusions of this study suggest that a dialogue between the stakeholders in the college classroom must take place in an effort to develop shared conceptions of teaching excellence. Additionally, a closer examination of students’ entering perceptions is in order to ascertain their notions of the purpose of higher education. A comparison of teacher and student perceptions of the intended purposes of higher education could further inform the development of evaluation systems designed to meet the needs of the major stakeholders of the higher education enterprise.
- A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison MakingWilliams, Kimberly Graybeal (Virginia Tech, 2014-10-30)The research study investigated how organizational routines influenced classroom and intervention instruction in a primary school. Educators have used student data for decades but they continue to struggle with the best way to use data to influence instruction. The historical overview of the research highlighted the context of data use from the Effective Schools movement through the No Child Left Behind Act noting the progression of emphasis placed on student data results. While numerous research studies have focused on the use of data, the National Center for Educational Evaluation and Regional Assistance (2009) reported that existing research on the use of data to make instructional decisions does not yet provide conclusive evidence of what practices work to improve student achievement. A descriptive case study methodology was employed to investigate the educational phenomenon of organizational routines implemented for data-driven decision making to influence classroom and intervention instruction. The case study examined a school that faced the macrolevel pressures of school improvement. The study triangulated data from surveys, interviews, and document analysis in an effort to reveal common themes about organizational routines for data-driven decision making. The study participants identified 14 organizational routines as influencing instruction. The interview questions focused on the common themes of (a) curriculum alignment, (b) common assessments, (c) guided reading levels, (d) professional learning communities, and (e) acceleration plans. The survey respondents and interview participants explained how the organizational routines facilitated the use of data by providing (a) focus and direction, (b) student centered instruction, (c) focus on student growth, (d) collaboration and teamwork, (e), flexible grouping of students, and (f) teacher reflection and ownership of all students. Challenges and unexpected outcomes of the organizational routines for data-driven decision making were also discussed. The challenges with the most references included (a) time, (b) too much data (c) data with conflicting information, (d) the pacing guide, and (e) changing teacher attitudes and practices. Ultimately, a data-driven culture was cultivated within the school that facilitated instructional adjustments resulting in increased academic achievement.
- A Case Study of Grade-Level Meetings and Coaching ConversationsSalmon, Joseph L. (Virginia Tech, 2012-05-07)The goal of this research project was to determine the content of the discourse occurring in grade-level meetings and coaching sessions and participants' perceptions of how the conversations in these two venues impacted learning and practice for individual teachers. Learning Forward's Standard for Professional Learning (2001) recommended that teachers organize into learning communities providing continuous learning opportunities to enhance adult learning and collaboration. Little (2003a) found that research was lacking that described the dynamics of communities of practice that promote teacher learning. It was in the content of the discourse that a proxy for evidence was found that the actions of the instructional coaches and grade-level meetings impact teacher growth. A case study was utilized to examine these structures and processes for job-embedded professional development at a school located in the eastern United States. Research questions focused on the nature of the discourse among teachers and coaches in the grade-level meetings and in individual coaching conversations. Teachers reported what they felt that they learned in the grade-level meetings and the coaching discussions. Additionally, teachers stated what they did differently as a result of this method of professional learning occurring in grade-level meetings and coaching discussions. Finally, the school's improvement plans were compared with the conversations in the grade-level meetings and coaching sessions. Verbatim transcriptions of recordings of grade-level meetings and coaching sessions provided data which revealed categories of content, coaching roles, and patterns of discourse. The goals of the meetings and coaching were to ensure communication about school district policies and to set expectations for teacher performance and student learning. Assertions generated provided patterns of discourse that identified roles of the principal, coaches, and teachers. This investigation utilized a descriptive content discourse analysis and found support for the finding that the actions of this emerging community of practice were directed by federal, state, and local polices for teacher performance and student learning. Patterns of discourse revealed roles of administration, coaches, and teachers as they collaborated to negotiate meaning through the building of a shared repertoire. Interview data revealed that these dynamics enhanced teacher growth in many cases; however, lack of teacher input may have limited some potential opportunities.
- A Case Study of United States History Teachers in Virginia in an Era of the Standards of Learning AssessmentCarroll, Jeffrey Damian (Virginia Tech, 2000-08-09)The purpose of this study was to investigate the quality of classroom instruction when a single criterion, the Virginia Standards of Learning (SOLs) United States history assessment scores, was used to assess academic outcomes for students. Policy implementation research frequently fails to include an analysis of teaching practice. The goal of this study, then, was to explore current instructional practices among a selected group of four United States History teachers and search for patterns of practice as these teachers enacted the SOLs within the United States history curriculum. A participant evaluation research approach was used for data collection in this study. This study compared and contrasted the instructional improvement and accountability literatures and situated the implementation of the SOLs within the context of the accountability movement. It described controversies and concerns surrounding the United States History SOL Assessment. Using Duke's (1987) vision of teaching excellence as a theoretical frame for exploring instructional practice, the study portrayed how these four United States history teachers enacted the SOLs within their classrooms. Virginia's SOLs share common characteristics with other accountability efforts to influence public school curriculum and instructional practice. This study extended the literature on teachers' classroom instruction in the context of state policy reforms. Individual portraits organized by Duke's (1987) vision of teaching excellence present the instructional practices of these four teachers. Using these portraits the study establishes three patterns of response by the participants in their curricular practice: (a) failure to ensure curriculum alignment; (b) teacher-centered and lecture-based instruction; and (c) a focus on content to the exclusion of skills. Based upon these instructional practices and curricular patterns nine implications for teaching practice related to Duke's (1987) teaching categories are identified.
- The Center for Research in SEAD Education: Moving Beyond Boundaries to Optimize ImpactsMagliaro, Susan G.; Baum, Liesl M. (2016-10-17)Objectives:
- Explain the vision, mission, activities, and plan for the new CRSE
- Engage you in an ideation to demonstrate our process
- Lead an open forum on participants’ related activities, problems, and solutions
- Solicit your input into a national study of STEM education networks
- Open the discussion for networking among the participants
- Changing Pedagogy: The Introduction of Experiential, Cooperative Learning and Interactive Multimedia into the Statics Learning EnvironmentBavaro, M. Tina (Virginia Tech, 1996-08-02)Teacher change is about moving from thought, feelings and an understanding of teaching and learning into action and practice (Fullan, 1982). This naturalistic case study describes the initial phases of the teacher change process resulting from the implementation of a restructured undergraduate statics engineering course. The investigation focused on the broad research question of what happens when an educator undertakes the teacher change process to allow himself to move away from what is familiar and known (i.e., the traditional pedagogy) into an unknown, new pedagogy. More specifically, the three research questions investigated by this study were : (a) what were the teacher's intentions for changing his pedagogy? (b) what were the actual teaching events over the course of the semester? (c) what were the participant's (i.e., the instructor, students, undergraduate teaching assistant and researchers) perceptions of the pedagogical change? The collection and analysis of the data occurred simultaneously throughout the Fall semester of 1995, and continued into April 1996. Data were collected from transcribed audio recordings of interviews with the instructor, selected students and the undergraduate teaching assistant,written field notes from observations, questionnaires, electronic mail exchanges, student minute papers, and other documents. The data were summarized and coded according to recurring words, phrases, sentences and paragraphs about the instructor's intent for his change in pedagogy, then organized into categories of three change foci : (a) experiential learning, (b) cooperative learning, and (c) interactive multimedia in order to correspond with his intent for the new statics learning environment. Data were displayed in charts and tables to determine issues related to change. The results of this study are presented in terms of a descriptive analysis of the initial teacher change process portrayed through the "multiple realities" of the participants who experienced the pedagogical change. Three issues were evident : (a) the problem of the simultaneous introduction of three new innovations (experiential, cooperative learning and the interactive multimedia), (b) the frustrations of the teacher change process, and (c) difficulties of a paradigm shift in pedagogy when the instructor commences to relinquish control in the new learning environment. Articulation of these issues helps to increase our understanding of the teacher change process and the need to enact change over time. Moreover, lessons learned from this study can serve as guidelines for future researchers in their efforts to study the change process. This study increases our understanding of the teacher change process particularly when one undertakes a paradigm shift in pedagogy.
- Clinical decision making by beginning nurses: a naturalistic studyClark, Rebecca Culver (Virginia Tech, 1996-04-15)The ability to make accurate clinical decisions and implement appropriate nursing interventions is an essential component of nursing practice. Clinical decision making is the process nurses use to gather information about patients, evaluate it and make judgments that result in the provision of nursing care. However, competency in this area requires integration of knowledge and experience which occurs over time. Beginning nurses are expected to function in the clinical environment, making accurate clinical decisions. While they have had theoretical information in their educational process, they have had limited clinical experience. This presents the beginners with a difficult practice environment. A naturalistic study was conducted to describe clinical decision making from the perspective of beginning nurses and to identify factors which were influential in this process. The study design was emergent, based upon the assumptions that the reality of the phenomenon is best understood through the lived experiences of the participants. A purposive sample of nine registered nurses with less than one year’s experience in acute care, medical-surgical nursing were interviewed. Four participants completed journals, recording additional experiences with decision making. These data were analyzed using Ethnography 4, identifying common themes among the participants. A comprehensive summary of the themes was returned to the participants for validation. The results are presented in a narrative format. For beginning nurses, decision making is the foundation of their daily work. It is a difficult process for them, as they work to apply theory to clinical practice. Common themes emerged from the data: the role of experience; the importance of the interpersonal environment; the significance of interacting with physicians and the process of developing as a nurse. Implications for education and practice were derived from these themes. In both these, it is essential to listen to the perspectives of the beginning nurses. It is important to foster interactions among practitioners from different levels of skill, encouraging beginners to reflect on their experiences. Beginning nurses need to be supported in transitions from the educational environment to the work environment, and throughout their careers, to maximize skill development in the process of clinical decision making.
- Collaborative Study and Paired Test Taking in Collegiate Level Linear Programming InstructionAngel, N. Faye (Virginia Tech, 1998-09-16)The purpose of this investigation was to examine the effects of collaborative learning strategies on formulating solutions to linear programming word problems that were designed to incorporate problem-solving skills. Forty-six students majoring in business at a small southwest college in Virginia participated in the study. After an instruction session, a study period, and a question and answer discussion, participants completed the test instrument based upon random assignment to three treatment groups. These included individual study with individual test taking (control), paired study with individual test taking, and paired study with paired test taking. All participants returned in 17 days to complete a posttest individually having received no further instruction in linear programming theory. The following null hypothesis was examined: No differences in treatment means measuring problem-solving abilities would be found based on students' test and posttest scores using two treatment groups of collaborative study, with collaborative or individual test taking, and a control group of individual study with individual test taking. After satisfying the assumptions of no difference in ability in the treatment groups, establishing significant influence of ability on test score and posttest score variables, and establishing homogeneity of regression, an analysis of covariance (ANCOVA) was used to test the null hypothesis. The null hypothesis was rejected. Treatment had a significant effect on the variance for the test score variable, F = 3.92, p < .05, and for the posttest score variable, F = 4.44, p < .05. Newman-Keuls post hoc test showed significant differences in the adjusted means of the test score variable between the individual study with individual test taking group (72.22) and the paired study with paired test taking group (87.86). For the posttest score variable, the Newman-Keuls post hoc test revealed significant differences between the adjusted means of the individual study with individual test taking group (36.25) and the paired study with individual test taking group (59.20), and between the adjusted means of the individual study with individual test taking group (36.25) and the paired study with paired test taking group (55.77). Implications of findings and recommendations for further research were discussed.
- Community College Students Taking Online Courses: The Student Point-of-ViewHarbeck, Julia Dedrich (Virginia Tech, 2001-01-24)This study is a qualitative examination of community college students' experiences taking on-line courses. The study addresses the research question, "How do community college students construct their on-line experiences?" In order to answer this question, the following foci were examined: What are the characteristics of students taking online courses?, Why are they taking on-line courses?, What are facilitative or debilitative dimensions or features that promote or inhibit success in on-line courses?, and, How does the community college infrastructure support students taking web-based courses? The results of the study were grouped into 4 categories: Interpersonal Support, Student Characteristics, Course Issues, and Infrastructure Support. All but 2 of the findings of the PRCC Study are supported by research. The first factor not mentioned in the literature is that some students choose to take a course on-line if they are not interested in the content of the class. The second finding not implicated in the research is that electronic distractions of Instant Messaging™ and the lure of surfing the Web seem to be more debilitating than interruptions from other sources such as family and work. Other implications of this study involve concerns that are common to both on-line and on-site instruction, as well as the connection between constructivism and on-line learning. Facilitative and debilitative dimensions or features that promote or inhibit success in on-line courses imply that faculty and institutions need to be adapting to the demands of teaching and learning on the Web. Implications of the Study examine improvements to the study and ideas for future research.
- A comparative study of the characteristics & qualifications of novice unendorsed and endorsed special education teachers in VirginiaBraley, Deloris Ann (Virginia Tech, 1993-04-18)Critical teacher shortages in special education have led to revisions in certification and licensure policies in some states and implementation of initiatives to attract special education teachers in other states. Some of these revisions have allowed unendorsed teachers to be assigned to special education classrooms. The reliance on unendorsed teachers to fill special education vacancies means those working with students with the greatest educational needs may have the least amount of training or teaching experience. However, there have been no investigations of unendorsed special education teachers.
- Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test ScoresCox, Paul Andrew (Virginia Tech, 2011-11-02)This study examined how Math-Curriculum Based Measurement (M-CBM) benchmark assessment scores predict fifth grade math Standards of Learning (SOL) assessment scores. Three school districts participated in the study by providing student data on math benchmark assessments and fifth grade math SOL assessment scores. Scores were organized and analyzed to determine the level of prediction between the two data sets. The results of the study indicated that M-CBM benchmark assessments were good predictors of fifth grade math SOL assessment scores. A second purpose of the study was to measure the differences in the capacity of three different M-CBM benchmark assessments in predicting fifth grade math SOL assessment scores. The three school districts used M-CBM benchmark assessments that varied in the method of creation and the type (commercial, teacher created, released test item) to develop the assessments. The findings show the M-CBM benchmark assessments created by teachers were better predictors of student scores on the fifth grade math SOL assessment followed by released test items and the commercially developed assessments. The third goal of the research study was to determine if there were differences in costs associated with three different M-CBM benchmark assessments. The reported costs for each of the three assessment types were analyzed but the gross cost per student did not accurately reflect the total costs involved in creating, operating, and/or maintaining the M-CBM benchmark assessment systems in any of the three districts. A literature review identified contributions in the field in the areas of assessment, Curriculum Based Measurement (CBM), and predicting student performance. The research design was quantitative and the school district data collected was over the 2009-2010 school year. Recommendation for future research was to focus on the implementation methods and utilization of M-CBM benchmark assessments by teachers to modify instruction. Possible research on how the benchmark data can be utilized or converted into a practical classroom predictor of SOL assessment outcomes was recommended also.
- A Cross-Case Analysis of Peer Coaching in Two Elementary SchoolsShields, Sammy Lee (Virginia Tech, 2007-04-05)The purposes of this study were to (1) identify the variables affecting peer coaching, (2) the characteristics of peer coaching, and (3) to determine the outcomes of peer coaching. Participants were interviewed individually, face-to-face to gain insight into peer coaching. The interview questions were developed around the three domains in the conceptual framework: variables affecting peer coaching, the characteristics of peer coaching, and the outcomes of peer coaching. This study was conducted in one school division in the Commonwealth of Virginia . Two schools within the school division were randomly selected by the superintendent of schools for participation. Twelve teachers and the principals of these two schools participated in the study. Data were gathered using a teacher questionnaire, a principal questionnaire, and face-to-face interviews with the teachers. The constant comparative method was used to analyze the interview data. The variables found to affect peer coaching were: (a) trust, (b) commitment, (c) administrative support, (d) environment (non-threatening), (e) time (constraints), and (f) teacher attributes. The characteristics of peer coaching were: (a) user friendliness, (b) instructive training, (c) the centrality of observation, and (d) conferencing. The outcomes of peer coaching were: (a) creates support networks, (b) impacts instructional and classroom management practices, and (c) confirms instructional and classroom management practices. These findings may be helpful to school administrators and teachers who are interested in learning about peer coaching and how peer coaching can serve as an ongoing staff development intervention to bring about changes in teachers' instructional and classroom management practices.
- Crossing the Border Through Service-Learning: The Power of Cross-Cultural RelationshipsTilley-Lubbs, Gresilda A. (Virginia Tech, 2003-07-21)The overarching objective of this study is to examine the nexus of relationships that emerged between university students and Latino families paired through a university service-learning course. The relationships crossed socially constructed boundaries of ethnic groups, language, educational levels, and socioeconomic status, exploring the intersection of community service, scholarship, and teaching-and-learning. The research questions necessitated the use of qualitative research methods. The narrative attempts to capture the essence of the setting, the actors, and the resultant relationships by describing and examining the spontaneous relationships that occurred. The researcher spent 1½ years as an interpreter/participatory member in the Latino community prior to beginning the research study. She collected data collected for this case study over 2½ years, examining the backgrounds of the participants, their perspectives toward their partners, and the role of service-learning in the development of relationships between two disparate groups. She conducted 46 interviews with students and community members while collecting over 2500 reflection papers, 100 transformation papers, and 25 PowerPoint presentations from students. The participants developed relationships at different levels, some resulting in friendships that will probably continue for some time; others sharing respect and concern for each other only during the placement. A few unsuccessful partnerships had to be changed. Student and community voices presented an appreciation for the partner's language and culture. The data illustrated satisfying reciprocal relationships in which students and families emerged united in solidarity against a society they deemed unjust. This study seeks to provide information for educators considering service-learning programs, examining a course that provides opportunities for interaction between university students and community members. Through the participants' voices, the reader can explore the integration of academic learning with learning lived in the community. Finally, this study submits general proposals for the inclusion of service-learning programs in Foreign Language and Teacher Education programs as a means of nurturing paradigm shifts in student attitudes toward members of other cultures as well as paradigm shifts in the Latinos' attitudes toward their new culture, suggesting possible deeper societal transformation as the academy and the community become agents of change through service-learning in the Latino community.
- Cyberbullying in Middle Schools in Southwestern VirginiaAllen, Roger Scott (Virginia Tech, 2016-12-06)Cyberbullying is an alarming phenomenon affecting the lives of adolescents across the country. Traditional bullying has moved from the playground to cyberspace. This online environment allows perpetrators to attack their victims beyond the walls of school, twenty-four hours a day. Advancements in and access to technology have made electronic communication the preferred method for adolescents to socialize. Although email, texts, social media sites, and websites were created to ease communication, some adolescents are using these tools to harass and harm their peers. The purpose of this study was to gain a deeper understanding of the existence and prevalence of Cyberbullying in middle schools across Region VII in southwest Virginia. Cyberbullying policies and strategies used to address Cyberbullying were examined. The experiences of middle school principals with Cyberbullying incidents were explored. The aim of this study was to address the following three research questions: 1. What is the status of Cyberbullying in Region VII of southwest Virginia? 2. What are middle school principals' perspectives regarding their schools' effectiveness in responding to Cyberbullying? 3. What are middle school principals' recommendations to strengthen Cyberbullying policies and procedures? A quantitative method was chosen and a survey was conducted with the goal of adding to the literature that existed on Cyberbullying in public schools. Through the development and administration of a survey, quantitative data was collected. A quantitative analysis was conducted using descriptive statistics. The study adds to the current empirical research base on Cyberbullying in middle schools, especially in the rural area of a state. The perceptions of principals working in middle schools are valuable. This study tapped into this knowledge base and added to the literature on Cyberbullying by providing insights into the feelings and perceptions of administrators. Analyzing the experiences of the participants provided valuable information for those interested in learning more about Cyberbullying in middle schools in southwest Virginia. Findings of the study include information for Region VII of southwest Virginia on the status of Cyberbullying, middle-level schools' effectiveness in responding to Cyberbullying, and principals' recommendations to strengthen Cyberbullying policies and procedures. Based on the survey results, it is clear that Cyberbullying existed within the school systems in the region. Cyberbullying incidents occurred both at school and away from school. The largest percentage of these incidents occurred in the seventh and eighth-grades. Survey data indicated gender played a role in Cyberbullying with female students having the most reported incidents. Bullying prevention programs were being implemented in most school systems and schools in this region, and, in some cases, Cyberbullying was specifically addressed. In school systems and schools where no bullying or Cyberbullying prevention programs were implemented, overwhelmingly, principals felt they should be. Data revealed most principals found it difficult to identify Cyberbullying instances but believed they did report Cyberbullying incidents consistently. Most principals felt their school system's Cyberbullying policies were effective in dealing with Cyberbullying incidents, that the policies did not need revision, and that no additional policies were needed. Most principals felt Cyberbullying consequences implemented at their school effectively deterred Cyberbullying. Three strategies were identified by more than fifty percent of principals that would help in deterring Cyberbullying incidents. These strategies were increased parental involvement, encouraging students to report Cyberbullying, and anti-bullying education.
- Descriptions of Friendship from Preadolescent Boys Who Carry A Label on the Autism SpectrumDaniel, Leslie S. (Virginia Tech, 2006-11-14)This dissertation provides an account of the ways seven preadolescent boys with autism spectrum disorders describe friendship. This study extends previous research by providing more in-depth descriptions of friendship gleaned through iterative interviews. In addition to multiple interviews with each of the boys, I collected interview data from their parents, and one teacher of each boy. In order to convey friendship from the boys' perspectives, I present data across three broad themes: (1) Establishing and maintaining friendships, (2) Social reciprocity, and (3) Conflicts. The findings indicate that some important components of close friendships, (i.e., frequent and varied interactions, relative equality and reciprocity, maintenance over an extended period of time, and emotional support), that are commonly included in descriptions of preadolescent relationships in the general literature were evident in the close friendships of these boys with autism spectrum disorders. Not only does this study help increase the understanding of the construct of friendship, but of autism spectrum disorders as well. Specifically, my findings challenge the deficit perspective of autism spectrum disorders in several ways: (1) these preadolescents described ways that they socialize with friends rather than ways to avoid social situations in favor of isolation (Kanner, 1943); (2) the majority described same-age friendships as opposed to failing to develop peer relationships (American Psychiatric Association, 2000); and (3) four boys either are developing or have developed social reciprocity with friends, instead of demonstrating a lack of social reciprocity (American Psychiatric Association, 2000). Researchers are just beginning to understand how preadolescents with autism spectrum disorders describe friendships. This study provides an important addition to the extant literature by providing insight into how a small group of highly verbal, preadolescent boys labeled with autism spectrum disorders describe friendship. Further research is necessary and will add to the sparse body of literature that just begins to depict how people with autism spectrum disorders understand and experience friendship.
- A Descriptive Study of the Design Influences and Role of Students' Needs on the Selection of Course Content In Higher EducationPreston, Marlene M. (Virginia Tech, 1997-08-21)College faculty are recognized as experts in their academic disciplines with a wide range of knowledge about their disciplines. As a manifestation of their academic freedom, they have assumed responsibility for folding that discipline knowledge into course design. Generally untrained as teachers, however, they have followed circuitous routes into the realm of course design. While scholars, peers, administrators, legislators, and the public have examined their delivery strategies in the classroom, little consideration has been given to the processes faculty use to select appropriate course content for their students. Focusing on those selection processes, this study sought to describe (1) how faculty learn to choose content, (2) the place of students among the influences on their content selection, and (3) the processes they undertake in their decision-making about course content. The study involved a questionnaire and interviews. The results of this study indicate that some faculty, albeit a minority, do focus on students as they choose content. They consider students to be a primary influence, and they collect data in an informal, intuitive manner about students. They may not know current principles of learning theory, but they seem to have a sense of what works for students. This sense has led to a practice of course design which is unique to individual professors, fluid, and isolated. The majority of faculty are concerned with students, but are discipline-centered in their content selection. Across types of institutions and disciplines, their first loyalty is to the furtherance of the academic discipline. They do report an interest in learning about topics related to students, especially learning theory. Faculty and administrators who are interested in enhancing the focus on students in higher education should find the study useful. They will want to search out those student-centered planners and begin to document their processes as a first step in identifying and transmitting effective steps in the content selection practice. They will want to plan development activities, perhaps rooted in the disciplines, and find ways to support faculty as they learn and practice relating needs assessments to content selection for their courses.