Dissertations / Theses on the topic 'Educational systems'

This Master thesis sets its goals in researching and understanding the structure of different educational systems. The main goal that this paper inflicts is to develop a middleware aiming at translating courses between different educational systems.

The procedure is to find the meaning of objects and courses from the different educational systems point of view, this is mainly done through processes such as identifying the context, semantics and state of the objects involved, perhaps in different activities. The middleware could be applied, with small changes, to any structured system of education.

This thesis introduces a framework for using ontologies in the translation and integration of course aspects in different processes. It suggests using ontologies when adopting and structuring different educational systems on an international level. This thesis will, through an understanding of ontologies construct a middleware for the translation process between different courses in the different educational systems. As an example courses in Sweden, Germany and Tajikistan have been used for the mapping and constructing learning goals and qualifications.

Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.

Creativity is generating more interest as we move into the 21 ^st century. Businesses are pressuring schools to graduate individuals who are critical thinkers and who can become future innovators. Principal creativity as a component of school success is virtually ignored. Numerous creativity studies examine the traits of personality, intelligence, motivation, or environment as predictors of creative job performance. Less attention is devoted to understanding the interactive role these components have on an individual’s creativity. The research examining principal creativity is even more restrictive in scope to nonexistent. Using Csikszentmihalyi’s (1996) three-pronged systems theory of creativity, this basic interpretive qualitative study employs open-ended interview questions and two Runco Creativity Assessment Battery (rCAB@, 2011) assessments to explore how principals perceive the influence of systems on their ability to be creative. Framed within a constructionist viewpoint, narrative analysis investigates the gap that current literature has not addressed by attempting to answer the overarching question: How does the principal perceive the impact of systems on his or her ability to be creative?

Through the data analysis several major themes emerged. As children, the principals were exposed to varied experiences and diverse ways of thinking. Engaging in activities that encouraged curiosity and perseverance appears to have laid the foundation for a lifestyle that continues into adulthood. As adults, they are able to identify and evaluate the worth of creative ideas. The principals not only excelled in their degreed fields of study, but also showed interest in exploring diverse subjects. They are ambitious, confident, competent, and eager to develop their own potential and that of their followers. The principals believe good communication builds honest and collegial relationships. They show a sensitivity and obligation to create the supportive environment needed to make their schools centers of creative thought and action.

The interactive nature of systems theory becomes clear after analyzing the data. Their individual traits impact the relationships they have with the field, which impacts the domain of educational leadership. Using systems theory, this research adds to the literature and our understanding of principal creativity.

Keywords: creativity, educational leadership, principal creativity, systems theory.

This qualitative study investigated second semester undergraduate college students’ perceptions of their levels of college readiness instilled and developed in them as graduates of a New York City High School.

This study sought to determine the level of alignment of the criteria and definitions of college readiness between the New York City Department of Education, the New York State Education Department, and the City University of New York. According to data revealed by the College Board in 2015, the number of students graduating high school who are considered college ready is 28 percent. This phenomenon has been verified by the College Board, ACT, the New York City Department of Education and the New York State Education Department.

The research found that there was an alignment regarding college readiness criteria among the New York City Department of Education, the New York State Education Department and the City University of New York (CUNY). On the other hand, the current definitions of college readiness determined by educational organizations at the state and local levels were analyzed and it was found that they do not align with actual experiences of college freshman students.

The interviews of thirteen undergraduate college freshman participants from a predominately Title 1 high school indicated that the students did not feel that they graduated with the skills, attitudes and attributes to be successful in college.

Purpose: The purpose of this Delphi study was to identify the competencies that early care and education systems leaders should possess as perceived by a panel of early childhood systems leadership experts. This study also identified which leadership competencies experts perceive will have the most impact on transformation of the field into an organized system of practice.

Methodology: This study used a mixed-methods Delphi approach consisting of three electronic surveys to identify competencies needed by early care and education systems leaders as perceived by a panel of national experts. Round 1 consisted of open-ended questions. Round 2 asked the panelists to rate each competency’s importance using a 6-point Likert scale. In Round 3 panelists were requested to choose which competencies were most important for systems leaders to impact the transformation of the field into an organized system of practice.

Major Findings: A quantitative analysis of Round 2 found that the expert panelists agreed on 65 competencies as important or very important for systems leaders to acquire. Some of the most highly rated competencies identified were developing relationships and partnerships, valuing diversity, collaborative leadership skills, and commitment to equity. In Round 3, 14 competencies were selected as necessary for systems leaders to impact transformation of the field, including systems thinking, big picture perspective, commitment to equity, and knowledge of policy and legislation. Through a qualitative literature analysis, the themes systems thinking, and collaborative and inclusive leadership were found to be most aligned with the research literature. A surprising finding was that the expert panelists did not rate knowledge of child development as important for systems leaders, which contrasted with the research literature.

Recommendations for Future Research: Include (a) replication of this study with representation from additional systems leaders throughout the country; (b) perceptions of stakeholders throughout the ECE workforce regarding leadership competencies, including diverse and marginalized populations and those in a variety of leadership roles; (c) tasks and objectives of systems leaders and a clear definition of their roles; and (d) impact of the absence or presence of knowledge of child development on the decisions of ECE systems leaders.

Limited research exists on the factors that influence an instructor’s choice to use a learning management system. The purpose of the current study is to explore how task technology fit constructs relate to the other constructs that comprise Davis’ Technology Acceptance mode. The technology acceptance model is widely used as an indicator of actual use of a technology system. A sample of 284 instructors completed a survey consisting of demographic questions, open ended questions about their reasons for choosing to choose to utilize a learning management system, and Likert scale questions about six constructs of the research model including task technology fit, ease of use, usefulness, attitude, intent to use, and actual use. The relationships between TAM model constructs and Task Technology Fit were analyzed using a partial least squares structural equation model method with SMART- PLS. The relationship between task technology fit and actual use was mediated by ease of use, usefulness, attitude, and intent to use. To evaluate the constructs in the model, an exploratory factor analysis was conducted and the factor structure for online and face-to-face instructors were different. Two models were developed, one for face-to-face instructors, and one for online instructors to account for this difference. The research models were evaluated for face-to-face instructors and online instructors. The study found significant relationships between all the TAM constructs and Task Technology Fit for face-to-face instructors. The relationship between attitude and intent to use was not significant for online instructors. This research supports the need for more research into the differences between online and face-to-face instructor’s perceptions of technology use. The differing instructional needs of face-to-face and online instructors have implications on the training and support an institution should provide to increase usage of learning management systems.

The purpose of this dissertation study was to explore the leadership attributes of special education central-office administrators. Using Senge’s five disciplines of the learning organization and Marzano’s 21 responsibilities of the school leader, this multicase study sought to discover the attributes of a special education leader. The focus of this dissertation study was to explore what leadership traits exist across systems-level special education leaders.

To understand special education leader engagement at the central-office level, interviews and observations were completed with special education leaders willing to participate in the research study. Additionally, each participant was required to submit a copy of his or her resume to the researcher. A multicase-study approach was used to analyze the attributes of each leader involved in the dissertation research.

The study analysis revealed that special education leaders in the State of Maryland demonstrate leadership attributes related to Senge’s five disciplines of the learning organization and Marzano’s 21 responsibilities of the school leader. Findings expanded the existing literature to include an analysis of special education leadership at a systems level.

Most populous school districts operate using a bureaucratic hierarchical organizational structure developed primarily for industry, a system structure that has remained intact for a century despite evolving from a manufacturing to a knowledge-based economy. Although strong for efficiency, this system structure is resistant to change and promotes worker isolation, not ideal for a collective educational approach desired in the 21st century. The purpose of this quantitative correlational study was to investigate the relationship among a bureaucratic hierarchical school system structure, principal leadership, and school culture to determine if and how the three variables relate through the collective lens provided by the integral leadership theory (Küpers & Weibler, 2008) and the Full-Range Leadership Theory, or FRLT (Bass & Avolio, 2004). Thirty principals from three urban districts in North Carolina responded to items on the Multifactor Leadership Questionnaire, Form 5X (MLQ Form 5X) and the School Culture Survey (SCS) and four demographic questions. The study’s results revealed that the administrators appear to combine aspects of both transformational and transactional leadership in the urban schools. Each of the six culture factors on the SCS was significant with transformational leadership, and three of the six culture factors, learning partnership, collaborative leadership, and teacher collaboration, were also significant with transactional leadership. A holistic analysis shows that the principals are demonstrating effective leadership with corresponding positive school cultures despite the constraints a bureaucratic hierarchical school district structure presents. The results suggest that the principals are successfully integrating structural context, cultural elements, and leadership in an organizational form not necessarily designed to promote teamwork and collaboration essential for educational success.

Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners.

This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher’s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants’ pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge.

My dissertation explores how elicited gestures can support 6th grade students’ understanding of nonlinear dynamics of complex systems. My hypothesis is that elicited gestures make these patterns salient to the student, who learns about these quantitative dynamics via embodied mechanisms. To elicit these gestures, I designed a computer simulation called the Embodied Simulation of Population Dynamics (ESPD). The ESPD elicits bimanual gestures to represent nonlinear changes between two quantities. I explore how the learning from elicited gestures can take place at three different granularity levels. First, I compare the ESPD versus a non-embodied instructional intervention. This comparison tests whether physical movement has an effect on learning. Second, having compared individual learning, I examine the effect elicited gestures have in the way a group of students build situated meaning of graphical representations. Third, I explore a measurement model of students’ enacted movements using the ESPD log data. With the log data, I measure the student ability to enact the elicited gestures. Results show (1) statistically significant higher learning gains for students in the ESPD condition; (2) students in the ESPD condition spontaneously used more complex, action-laden gestures to convey their understanding of the quantitative dynamics; and (3) the ability to enact the elicited movement predicts learning gains. Findings from this dissertation will be useful to researchers, teachers, and designers who want to include elicited gestures as part of their instructional approach with early middle school students.

Educational reform movements set ambitious goals for student learning. Numerous factors contribute to students achieving these goals. It has been widely understood that “the increasing emphasis on quality of teaching and learning has placed new demands on staff development, and the search for models and methodologies which are promising for professional development of academic staff has become an important agenda in itself” (Ho, A.,2001 P.35). Effective changes in practice require a great deal of learning on the part of teachers and an even greater amount of support and guidance from administrators (Borko, 2004, Putnam & Borko, 2000).

Problematic practices in hiring and staffing make it difficult, albeit impossible, to provide an equal distribution of qualified teachers in high poverty districts and schools serving minorities. Contributing to the problem of teacher inequality and underqualified teachers is the phenomenon of out-of-field teaching- a term in reference to certified or qualified teachers who were teaching a subject in which they had no formal qualification or training (Hobbs, 2013). These teachers often receive little training and support and therefore find it difficult to experience success.

Through qualitative interviewing this study seeks to explore the perceptions of out-of-field teachers and mentors and understand how they make meaning of their experiences. Five themes emerged from the study: ineffective training and professional development, desire for success, buy in, time, and support.

Teachers and mentors want professional development that is meaningful to the work they do in the classroom. Educators, especially those teaching out-of-field, need training that is intense, focused and content oriented. Buy in is vital to any professional training. Out-of-field teachers want to be included in the decision-making as to what professional development they receive.

From this study, it was learned that it is a teacher’s priority to make sure they are teaching content standards from day-to-day. The participants identified a lack of support as an inhibitor to that implementation. This concern for the lack of professional support among the participants bares out much of the research (Borko, 2014. Hobbs, 2015, Darling-Hammond, 2002, Ingersoll, 1999). Out-of-field teachers are highly committed to the students and communities they serve. With focused and intense training, close monitoring, time to observe skilled content area teachers, and strong support from building and district administrators, out-of-field teachers can become effective educators when teaching outside their area of expertise.

The purpose of this research was to investigate how parental stress is related to student behavior and the impact of the family system on student behavior. Bronfenbrenner’s (1994) ecological model was used as the theoretical framework with a focus on relationships within the family and direct links to student behaviors. The sample size (n) was small equaling 10 parents and 10 students. The study investigated two groups of parents and children, one group consisted of five students identified as typically developing students with behaviors and numerous office referrals of more than five visits per year. The second group of five students received special educational services and had medically diagnosed behavior disorders. This study used the Parent Stress Index (PSI-4) survey to measure parental pressures and the direct influences on the parent to gain insight into four main domains: Total Stress, Life Stress, Child Domain, and Parent Domain. Interviews of both parents and children offered insight to the social occurrence of behaviors and the relationship between the parent and child. The study revealed themes describing a relationship between parenting stress and child behavior that were representative of a bi-directional relationship between a parent and child reflective in the influence of one’s direct environment within the family unit. This research adds to the body of literature looking at parenting stress and the effect on child behavior.