Dissertations / Theses: 'Electronic classroom'

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Cahalan, Kathleen J. "Design of the Electronic Classroom Graphical User Interface: Nova Southeastern University's Multimedia Electronic Classroom Project." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/439.

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The Electronic Classroom (ECR), developed at Nova Southeastern University and first used in 1985, was an inexpensive solution to the need for a real-time distance learning classroom, with rich functionality. However, its command-based interface placed requirements on students and instructors that reduced satisfaction. It was hypothesized that the implementation of a graphical user interface (GUI) for the ECR could help solve many of these problems. There is evidence that GUIs may improve the effectiveness of participants, including students, in collaborative tasks. However, this effectiveness depends on the quality of the user interface design. Recently a number of inexpensive GUI-based desktop teleconferencing products have appeared. However, preliminary evaluation of several of these products suggested that they would not meet the needs of students and faculty for the next-generation ECR. The goal of the researcher in this dissertation was to design a prototype for the graphical user interface component of an electronic classroom application. The first step was to analyze user needs and requirements. At the same time, this study included a competitive analysis of both existing products and existing technologies used by distance learning institutions. Results from the requirements step, the competitive analysis step, and an evaluation of a product called CompaLearn Manager were used to produce a mock-up for the user interface. A user evaluation was conducted, and modifications to the mock-up were identified. Two iterations of user evaluations and modifications to the mock-up were performed. Based on the mock-up evaluations, a web-based prototype was produced for the main electronic classroom window using the Java language. Then a usability test was conducted using the prototype. The feasibility of implementing the design in Java was demonstrated. Preliminary evidence suggested that the GUI-based prototype was easier to use than the next-generation ECR. This study resulted in several recommendations for the next generation ECR, such as the need to include a whiteboard. The results suggest that the proposed product design fills a niche for distance learning institutions like NSU that is not filled by other products.

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Harris, Lisa, and Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.

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The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.

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Branham, Cassandra A. "Electronic Peer Feedback in a Collaborative Classroom." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3987.

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This study examines the ways in which frequency and reflexivity affect student engagement with the peer feedback process. I study the peer e-feedback sessions conducted via My Reviewers in a pilot model of Composition 2 at a large research university in the southeast in order to determine if an increased focus on the peer feedback activity might enhance the effectiveness of the process. Through textual analysis and survey results, I determine that an increased focus on electronic peer feedback along with an increase in frequency and reflexivity helps to minimize some common criticisms of the peer feedback process. In this pilot model, the instructor plays an increased role in the peer feedback process and students are also asked to create a detailed revision plan. These elements of the process help to address the criticism that students have difficulty addressing the validity of peer feedback and minimizes the likelihood that students will incorporate incorrect feedback into their revision plans (Ferris; Stanley). Additionally, students in this study demonstrate an increased understanding of the purpose of the feedback process through an increase in revision-oriented comments as they gain more experience with the activity.

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Knipping, Lars. "An electronic chalkboard for classroom and distance teaching." [S.l. : s.n.], 2005. http://www.diss.fu-berlin.de/2005/44/index.html.

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Hung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215202.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."

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Patten, Ivy Kaufhold. "An electronic writing portfolios program for the primary classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1220.

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Gant, Lenora Peters. "The Implementation of Distance Learning In The Electronic Classroom." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/26158.

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The purpose of this case study research was to identify the factors and supporting strategies that contribute to the implementation of DL instruction in the two-way audio/video (A/V) electronic classroom (EC). A primary goal of this research was to develop an outline of a DL manual that identifies factors and strategies or subject areas that can be used to: (a) contribute to knowledge in the field of practice, (b) improve practice, and (c) improve the quality and success of DL teaching in the EC. Additionally, this study attempted to ascertain the differences and similarities in perceptions among students, facilitators, and training officers who participated in the EC. A list of recommendations are presented at the end of this study; the first list of recommendations suggest areas for the improvement of practice and to influence the quality and success of DL. The second set of recommendations suggest areas for further study to add to knowledge in the field as well as to improve practice. The case study was completed employing a qualitative methodology using focus group interviews, observations, and written feedback from EC participants. Focus group 1 (data set I) was conducted using a set of 13 pre-determined questions with a total of eleven participants. The EC observations (data set II) was conducted at the Navy Marine Corps Intelligence Training Center (NMITC), Dam Neck, VA with 5 students in attendance. The second focus group (data set III) was conducted with a set of 15 different pre-determined questions with the same 5 students at the NMITC immediately after the observations in the EC. The FGIs and observations were video and audio taped for further review and analysis. Written information reported from two different distant site locations (same course and telecast) was analyzed, coded, and used as data set IV. This data set further clarified and corroborated data generated in data sets I, II, and III. This case study identified 10 key factors and supporting strategies pertinent to the implementation of DL in the EC. One of the findings in this study was that the roles of the instructor and the facilitator are interwoven; this arrangement is seen as a two-person "team" by this studyâ s participants because the instructor and facilitator are dependent on each other in order to implement DL and ensure quality operations in the EC. This is a new paradigm shift in the instructorâ s role when compared with the conventional classroom instructor. In my examination of the literature, I could not find that this collaborative arrangement of a two-person "team" was addressed. Other findings were: (a) the importance of the student guide and supplemental materials that aided EC interactions and (b) the importance of the EC design as a quality indicator and how it can facilitate a good learning environment. Based on a synthesis of the data, there was considerable agreement among the users about the factors and strategies used to operationalize DL in the EC. The facilitators and training officers placed more emphasis on the administrative and return on investment aspects of DL -- cost savings, access to training at duty location -- versus the students who placed more stress on instructional strategies â questioning and interaction techniques -- that worked well for them in the EC and the importance of EC courses helping them to keep up to date with job competencies.
Ph. D.

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Vargas, Julie Marie. "Modern learning: Quizlet in the social studies classroom." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3986.

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This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams. Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model).
Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction.

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Parsons, Brenda Dake. "Alternative pathways to the classroom /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/parsonsb/brendaparsons.pdf.

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Saunders, Ryan C. "Beyond media literacy in the language arts classroom [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Saunders_RCMIT2010.pdf.

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Chakrvarty, Rupak, and Sukhdeep Kaur. "OpenCourseware: Learning Beyond Classroom." Twenty First Century Publications, Patiala, 2008. http://hdl.handle.net/10150/106151.

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OpenCourseWare is an innovative and bold idea. It aims to support learning and teaching programme significantly. Learning material contained in an OCW provides learners an opportunity to gain knowledge beyond their routine classroom environments. These are in the digital form which can be accessed online, thus breaking the barriers of time and distance. Indian academics can play a significant role in creating OCW materials for the students to propagate the teaching and learning process diluting the limitations of traditional educational setup and begin a new culture of "Learning Beyond Classroom". The present study aims to sensitize the teachers and learners about the potentials of the OCWs. It presents a proposal for creating an "Indian OCW Consortium" at different levels. Also discusses the challenges and issues in establishing such an OCW project.

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Barra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.

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Sindelar, Teresa M. "The effectiveness of problem-based learning in the high school science classroom." Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3328.

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In today's classrooms, students are asked to problem-solve their way through the curriculum in order to enhance their learning. Problem based learning (PBL) is a great strategy when put into practice with guidance and clear objectives. In this study, eighteen Earth/space Science students were exposed to the strategy of PBL. These students' pre and post-assessment scores were then compared to sixteen students in a different class where direct instruction techniques were used. For the research strategy, the instructor changed the focus of the classroom toward the students, and called upon them to be accountable for their own learning using the strategies of problem-based learning. Although some students were uncomfortable with this strategy and struggled to complete tasks when asked to manage their time by themselves, others thrived on the freedom to make their own choices their learning. This study was piloted in the 2008-2009 school year and many modifications were made in order to improve the experience for the students and ensure mastery of the content. Both the control and the experimental groups gained content knowledge throughout the course of the research. The experimental group was also observed to be more engaged in the learning process due to the problem-based learning strategies. The conclusion of this study found that problem-based learning is an effective strategy to use in the classroom, especially regarding student engagement.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Bradley, Wendy Lara. "Electronic Audience Response System in the secondary mathematics classroom to engage students." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/332940.

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Math & Science Education
Ph.D.
There is a current push for students to reach higher levels of achievement in mathematics in order to compete in today’s technologically changing world—a push that is being led by the Common Core Standards Initiative (CCSI) and the National Council of Teachers of Mathematics (NCTM). The issue with this new push, however, is that most students are disinterested in mathematics, resulting in them choosing to not participate in class. Active participation is a form of behavioral engagement that can lead to cognitive engagement and higher achievement. To improve participation, the expectancy-value theory suggests that the perceived benefit of participation needs to be increased while the cost reduced. Electronic audience response systems (EARS) have the potential to accomplish this, and they have begun to be implemented at the college level with primarily positive results. The purpose of this study is to examine if EARS can similarly improve student participation and achievement in the secondary geometry classroom. Using a quasi- experimental design, this study compared students’ participation using hand raising versus EARS devices in the classroom and found that student participation increased significantly when using EARS. To look at achievement, a treatment and comparison group design was used, and despite that no statistically significant difference was found, the results do support EARS’ potential to improve achievement. Lastly, this study looked at student and teacher perceptions of using the EARS in the classroom, and found mixed results.
Temple University--Theses

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Eligeti, Vinod. "WriteOn—A Tool for Effective Classroom Presentations." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/30870.

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This thesis provides an introduction to an advance in technology-aided instruction. Most of the research in this area has focused on PowerPoint® based applications or white board-centered electronic ink applications with the capability of broadcasting slides, ink annotations and so forth, used for presentation or classroom lectures. But these tools lack the capability of annotating on any kind of applications with active content playing (a movie or a simulation, for instance) in the background. Additional useful, but currently unavailable functionality would include the capability of broadcasting the presentation information, which can further consist of lecture slides, ink annotations, video of the desktop screen activity, or any other application program that might be used to demonstrate a concept or illuminate an idea. Therefore, the current research attempts to provide these facilities with a new tool, WriteOn. WriteOn improves both the presentation of information and the interactivity in classroom instruction, because it gives the instructor the ability to ink annotate on any application by using a virtual transparency surface, called electronic vellum or simply eVellum, which in effect resides on top of all desktop window applications. The instructor can enable the vellum at any point during the lecture and write on it to draw diagrams, make notes, emphasize points, or otherwise elucidate the presentation content. The instructor can also pierce the eVellum in order to switch to different applications, modify an applications parameters or operating values, or otherwise manipulate an operating program as part of a classroom demonstration or discussion. These features allow the instructor to demonstrate the dynamic operation of any application, which is an improvement on a static PowerPoint display of a programâ s operation. With WriteOn, the instructor can save the ink annotations along with desktop screen activity over an interval of time as a movie file and later make this file available to students. Alternatively, the instructor can transmit to the students the presentation information along with ink annotations in real-time so that the students can make their own notes on top of information being produced by the instructor. Thus the tool can be used to enhance the interactive lecturing process and help students to develop good note-taking processes and habits. WriteOn is also capable of saving the voice of the instructor, provided there is an audio device attached to the instructor's Tablet PC. However, broadcasting the instructor's voice is not yet fully supported. The WriteOn tool was developed using Microsoft's technologies: Windows Media Encoder® and DirectShow of DirectX®, as well as Microsoft's ConferenceXP API to achieve streaming of the presentation information. The first chapter explains the need for computer tools used for effective teaching purposes. The second chapter presents the architectural and technical details of WriteOn. Chapter three describes the architecture of the WriteOn tool. Chapters four through six explain the major software components of the system and also give the pros and cons of the DirectShow and Windows Media Encoder technologies. The seventh chapter provides an explanation of the usage of the tool by instructors and students. The eighth chapter presents the experiences of the instructors and students using the WriteOn tool in the classroom and concludes with a discussion of future work in this area. The Appendix V provides a developers guide for those who might like to expand on this open source code.
Master of Science

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Braden, Mande Jo. "Impacting attitudes towards reading in the second grade classroom: a reading role model intervention." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5524.

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This research attempted to determine whether students’ attitudes towards reading are linked to reading achievement, and whether the presence of reading role models within the classroom can help increase positive attitudes towards reading. Forty-three 2nd graders attending an urban elementary school participated in the six week intervention. Attitudes towards reading were assessed prior to introduction of the role models and were assessed following the final role model. One role model came to visit the classroom each week, following a standardized protocol involving an introduction, a short talk by the role model, student questions and a reading. The research hypothesized that by inviting student-selected, positive role models into the classroom to talk about literacy, students would have a more positive attitude towards reading.
Thesis (M.A.T)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Stuever, Donna M. "The effect of metacognitive strategies on subsequent participation in the middle school science classroom." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t027.pdf.

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Whepley, Katherine Brosius. "Classroom activities that motivate gifted high school students: an investigation of student and teacher perceptions." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5428.

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This quantitative study was designed to investigate whether gifted achievers and gifted underachievers differ in their perceptions of the intrinsic motivation of specific classroom activities and if their motivation as measured by the IMI correlates to academic performance as measured by class grades. The study also investigated which activities are frequently used by teachers of gifted students as well as how motivating they believe each activity is to students. The sample included 21 gifted students in a large urban high school and 10 teachers. The students completed a pre-inventory checklist of activities they believe to be valuable and then completed a Likert-scale inventory. The inventory is an adaptation of the Intrinsic Motivation Scale from the University of Rochester and includes subscales which rate students’ enjoyment, competence, perceived choice, and pressure/tension related to a variety of commonly used classroom activities. Teachers completed a two-part Likert-scale inventory of classroom activities: first to investigate the frequency of use of a number of common classroom activities and then to collect data on the teachers’ assessment of the motivating value of each activity. This study may provide insights between research into motivation theories and research in effective classroom activities and may help teachers provide better classroom conditions for all students, but particularly underachieving gifted students.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum & Instruction

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Malcom, Breanne. "Impressive numbers on the court and in the classroom: evaluating athletic participation and test scores." Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3317.

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Every student goes to school; every student takes standardized tests. This research project addresses whether or not being involved in high school athletics can affect test scores. The data is from the Educational Longitudinal Study (2003). Analyses were done in order to see if there is a difference in the relationship between test scores of students that participated in sports compared to those who did not. The overall finding is that participation in sports increased test scores. Students who were involved in sports on average scored .50 points higher on standardized tests. Students who spent more time watching TV or playing video games decreased their test score by .13. Characteristics of the school were also variables. The higher the percentage of students on the free lunch program at the school, the lower the individual student’s score. Family influences that were tested were such things as the socioeconomic status of the family and the number of siblings the student had. The higher the socioeconomic status the higher the test scores. The more siblings a student has the lower the scores. The peer level factors that were tested were if the student had friends who dropped out of school and if school was important to peers. The results showed if a student had friends who dropped out of school they scored 1.99 points lower on standardized test. Students who had peers that felt school was important tended to score .55 points higher.
Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Sociology.

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Miller, Jeri A. "The effect of goal setting on reading comprehension and vocabulary in a first grade classroom." Thesis, Wichita State University, 2008. http://hdl.handle.net/10057/2054.

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Seventeen first graders participated in this study revolving around goal setting. The students were assigned to one of three treatment groups: (1) students who set their own goals, (2) students with teacher set goals, and (3) students with no pre-set goals. Students participated in weekly comprehension quizzes. Following the quizzes, students graphed their achievement and those in Group 1 set their reading goal for the following week, while Group 2 students received a goal from the teacher. Students in Group 3 received no pre-determined goals. All students from all groups were assessed on sight word recognition. The pre and post-test data for both reading comprehension and Dolch sight word recognition were examined statistically using analysis of variance. Results indicated that students in Group 1 made statistically significant gains in both comprehension and sight word recognition. There were no statistically significant differences among the three treatment groups in terms of gains made.
Thesis [M.Ed.] - Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Miller, Jeri A. McDowell Kimberly. "The effect of goal setting on reading comprehension and vocabulary in a first grade classroom." A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2054.

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Christiansen, Catey. "Creating classroom communities of practice [electronic resource] : students as practioners [sic] of content /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Christiansen_MIT2010.pdf.

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Chow, K. M., and 鄒潔薇. "Investigating the use of electronic discussion forum in a Hong Kong language classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29665048.

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Fuller, Jeremy Paul. "Clickers in the classroom: can the use of electronic response systems improve student learning?" Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/fuller/FullerJ0811.pdf.

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Lectures can be an efficient means to introduce new material, however they do not allow for all students to actively participate. Some students are engaged in answering questions and asking them during lecture, but many are not. They passively sit and observe. Without their participation it is difficult for the instructor to gauge their understanding. The purpose of this study was to see if the use of student electronic response systems could help students increase their understanding and retention of the biology curriculum. An electronic student response system involving clickers was used over the course of a semester. Exam scores, student interviews, and surveys were used to evaluate their effectiveness. A comparison of exam scores did not show a statistically significant difference. Student and teacher opinions were very positive as a large majority of student respondents said that clickers help to engage them in the learning process.

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McFarland, Tracy. "Factors influencing self-efficacy and motivation in the middle school mathematics classroom [electronic resource] /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/McFarland_TMIT2010.pdf.

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Wang, Qi. "Blending Electronic and Classroom Teaching to Support Deaf and hard of Hearing College Students." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/911.

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At Gallaudet University (GU), the undergraduate computer information systems (CIS) program serves deaf and hard of hearing (DHH) students who primarily depend upon visual sensory inputs to process information. Unique environmental variables have adversely affected student learning delivered through traditional one-pace-fits-all classroom lectures. These factors include GU's liberal undergraduate admission policy, lack of a universal signing standard, extensive use of fingerspelling in CIS signed lectures, and the practice-based skill acquisition nature of CIS content which requires learning labs replicating a real-world environment. Recent literature confirms many advantages inherent in using e-Learning in an online learning environment. Major benefits experienced among the hearing population from academic institutions and the corporate training arena serve as guideposts for addressing GU's teaching and learning challenges. To realize these benefits, additional aspects of the deaf education and learning environment must be accommodated. These include close social interaction and peer support and degrees of English language difficulty among many deaf learners. To incorporate recent advances of e-Learning into GU's inclusive classroom, the study aimed to design, develop, implement, and evaluate all instructional delivery system that would blend e-Learning with classroom instruction to enhance DHH college student comprehension o/CIS content. Due to limited literature guidance for blended learning design, the special study population, and the under-researched topic, extensive pre-trial preparation work was planned and performed in the fall 2005 semester. The preparation phase involved the design and development of the blended instructional delivery system prototype. Data collection instruments and protocols were developed and validated by an expert panel as part of the groundwork. The prototype was implemented and evaluated among three selected CIS courses during the spring 2006 semester. A descriptive and explorative multiple-case study methodology was chosen to collect, analyze, and report on data. Throughout the trial, iterations of concurrent data collection and analysis were conducted in parallel with modifications and new development driven by user feedback and preliminary findings. Learning outcome and learner satisfaction were evidently improved. Results were validated through triangulation, member checking, and external audit. The chain of evidence, thus established, has indicated that the study has successfully accomplished its goal.

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Lewis, Teresa. "The impact of learning-style based instruction on student engagement and reading comprehension in a third grade classroom." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6825.

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The researcher examined various strategies in an attempt to increase student engagement and academic achievement in the classroom. A study was conducted on 23 students in a third grade reading classroom in a midwestern, suburban elementary school with a population of 863 students. The researcher assessed each student's learning style: visual, auditory, kinesthetic, and tactual. Half of the students were placed in a group matching their dominant learning style, while half were randomly chosen to be placed in a group other than their dominant learning style. The researcher implemented differentiated learning plans for each learning style group and documented their engagement as well as academic progress. It was determined that the learning style based instruction was very successful for some students but not for others. Student engagement showed a wide range of results for the matched students as well as the unmatched students. Most students' academic gains as measured by weekly reading tests were small; however, the students who were strong in the visual learning style made the highest gains. The researcher concluded that the results did not justify the extra resources needed to implement learning-style based instruction in the classroom setting.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Ulrich, Vendla Jean. "Are communicative and grammatical skills more effectively acquired in a traditional or differentiated beginning level foreign language classroom?" Thesis, A link to full text of this thesis in SOAR, 2008. http://hdl.handle.net/10057/2060.

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Poage, Cheryl Lynn. "What are the effects of eReaders vs. print text on struggling eighth grade readers in the language arts classroom?" Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3967.

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The purpose of this four-week study was to determine if the use of eReaders vs. traditional print novels in the eighth grade classroom would increase the comprehension scores, engagement, and comprehension strategy usage of struggling readers in the language arts classroom. The participants in this study consisted of twelve eighth grade students who performed at least two grade levels below on the STAR Comprehension Test. In addition to performing poorly, these students were also reluctant readers. Based on the assessments and classroom observations, the researcher attempted using eReaders to increase engagement, comprehension, and strategy usage. The researcher collected data on engagement before and during the study and had the students in the control and experimental groups work on comprehension strategies during the four-week period. Students took a STAR test at the end of the four weeks to measure comprehension gains. The results indicated significant gains in positive engagement and in comprehension strategies (words looked up and connections made) for the eReader group, while students in the print group were approaching significance in comprehension. In conclusion, the research showed that both conditions boasted positive results in various aspects of the study. While eReaders served as a tool to engage students positively during reading and to assist in the task of note taking, it did not necessarily contribute to the increase in comprehension gains.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.

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Lenders, Olaf. "Active vocabulary learning with electronic glosses : a longitudinal qualitative study in an authentic EAP classroom /." Duisburg : Univ.-Verl. Rhein-Ruhr, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2994921&prov=M&dok_var=1&dok_ext=htm.

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Cucinotta, Tom. "See/think/share : an online classroom video forum /." Related website, 2008. http://www.seethinkshare.org.

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Williams, Keir. "Digital media in a special educational needs classroom : a study." Thesis, Queen Mary, University of London, 2016. http://qmro.qmul.ac.uk/xmlui/handle/123456789/23784.

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This thesis presents a series of design-led case studies concerned with the use of digital technology and the practice of interaction design for children within the context of UK special educational needs classrooms. It explores the use and development of accessible digital systems to support groups of students who have a range of special educational needs. Working with groups of mixed ability students has found to be the most typical situation for teaching in the participant schools and is a rich but underexplored area of concern for interaction design research. This thesis presents detailed accounts and grounded analysis of four embedded, design-led, case studies in two UK special needs schools. It makes three main contributions to the community of researchers, designers and educational practitioners who are concerned with the use of digital technology with children and more specifically working within the field of interaction design for children with special educational needs. These contributions are: A set of design guidelines developed through an analysis of the detailed and thorough accounts of four embedded design-led research projects in two special needs school in the UK. A discussion of the development of the research approach taken in this thesis. A set of design personas of teaching staff interaction designers are likely to encounter when working in a UK special needs school.

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Koontz, Kendall Dawn. "Effect of responsive classroom approach on caring and respectful behaviors of children /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/koontzk/kendallkoontz.pdf.

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McKamey, Jon Preston. "Smart Classroom Technology: Instructional Effectiveness and Faculty and Student Satisfaction." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/241.

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Numerous designs, practices, stakeholders, and technology options make it difficult for higher education institutions to find direction and established standards for classroom construction and remodeling projects. Different models of technology-enhanced classrooms are being adopted as various managers, integrators, and architects develop new classroom spaces. A planning process, standardized classroom model, and effective support structure will be valuable elements in meeting the needs of faculty and students. The goal was to establish a best practices classroom model to meet the needs of community college faculty, students, and technology support personnel. Information collected from community colleges was used to determine the state of installed classroom technology that includes standard practices, policies and procedures, stakeholder involvement, ongoing budget and equipment replacement, and technical support. Community college faculty and students provided data related to the effectiveness of and their satisfaction with different technology classroom models. A case study approach was employed. The cases included two different electronic classroom models (Model 1: remodel of rooms in existing buildings in 2004 and Model 2: new building construction in 1995). Data were collected from faculty and students related to the effectiveness of and their satisfaction with the particular environment. Background information on classroom design, standards, technology integration, and support was gathered from other community colleges to be included as part of the foundation provided by the review of literature. These data, together with the local data, were used to develop a classroom standards document. Faculty and student data were used to determine the effectiveness of the technology components, room and system design, and overall integration of technology in the electronic classroom. Faculty and students reported a high level of satisfaction with the electronic classrooms as well as a perceived high level of instructional effectiveness. Some design considerations related to screen placement and lighting control were raised by both populations. There were no other significant differences between the two classroom models used in the investigation. Faculty and student preferences were incorporated into the classroom standards document developed at the conclusion of the research. Community college instructional support personnel reported a fairly consistent basic model for their electronic classrooms. The use of any form of standards document was rare. A team approach to planning, design, installation and support was widely used.

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Patch, Michael Renford. "Measuring sustained effects of a diversity course on classroom teacher beliefs a retrospective pretest study /." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307707.

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Ulbrich, Ashley J. "The impact of literature circles on the comprehension and motivation to read of sixth-grade students in a middle school reading classroom." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6845.

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Comprehension is a vital requirement for every student as he or she progresses through school, and a student's motivation to read can directly affect comprehension skills. Many strategies are used to increase reading comprehension across grade levels. At a suburban middle school in the Midwest, 67 students in three sixth-grade reading classes participated in a study to determine if the use of literature circles would increase reading comprehension as well as student motivation to read. Students were taught how to operate and participate in literature circle discussions with various readings. They were then divided into groups, and each group was given a different novel to read and discuss within literature circles. Comprehension was assessed by studying student journal response entries while motivation was assessed by comparing survey results. Using the aforementioned assessments, a slight gain in comprehension was recorded, but results varied for the use of literature circles affecting motivation to read. Keywords: comprehension, reading, motivation, middle school
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Burnsed, Robbie Renee. "Differences Between Faculty and Students' Perceptions of the Disruptiveness of Electronic Device Usage in the Classroom." Thesis, William Carey University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10191965.

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The purpose of this research study was to explore the differences between faculty and students’ perceptions of electronic device usage in the classroom. A quantitative cross-sectional design was utilized with an independent samples two- tailed t-test to study the disruptiveness of electronic device usage in the classroom. Participants were asked to complete a survey concerning device usage in the classroom. The survey was sent to faculty and students of all disciplines and levels of education at two universities in a southeastern state in the United States. The literature review included electronic device usage, social media usage, benefits and challenges of electronic device usage in the classroom, and electronic device usage as helpful tool or a hindrance to the teaching and learning process. Findings from the study indicated that faculty perceived that electronic device usage was more disruptive in the classroom to the teaching and learning process than students. Recommendations included future research on technology usage in the classroom and ways to assist with decreasing the disruptions electronic devices cause in the teaching and learning process. Recommendations also included a specific approach of focusing on technology usage in the teaching and learning process based on generational groups.

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Reiter, Abigail B. "Getting what they expect teacher expectations and iequality [i.e. inequality] in the classroom /." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/reitera/abigailreiter.pdf.

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Crevoiserat, Peter Alan. "Grouping in a time of globalization: the effects of heterogeneous grouping and peer evaluations on the reciprocal teaching process in the secondary English classroom." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5383.

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This study reports the results of research done in three ninth grade English classrooms during a four week unit on Romeo and Juliet. The research focuses on the independent variables of ability grouping and evaluation modality as they have been found to be crucial to improving comprehension in English classrooms. The three classrooms were randomly assigned either the control condition or one of two experimental conditions. Each classroom received instruction using the Reciprocal Teaching Strategy. All 56 students were identified as either high or low level learners based on his or her most recent standardized reading test scores. The control classroom��s student participants were placed in reading groups with students of similar ability and were evaluated daily by the instructor. The participants in the two experimental cohorts were placed in reading groups with a variety of learner levels. Additionally, one experimental classroom employed peer evaluations. The study found that high level learners had significantly higher gains on the classroom objective test when receiving peer evaluations combined with mixed ability groupings. This was in comparison to low ability level students under the same treatment and high ability level students receiving teacher evaluations in mixed ability groups. The fact that high ability students in mixed ability groups did not perform well when given teacher evaluations seems to imply that peer evaluations are best suited for high level students in mixed ability cooperative groups.
Thesis (M.A.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Virtue, Andrew D. "Composing in new environments incorporating new media writing in the composition classroom /." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/virtuea/andrewvirtue.pdf.

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Beck, Tracey D. "A bullying prevention program for a school setting /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/beckt/traceybeck.html.

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Palmer, Jackie. "Asperger syndrome and high-functioning autism and the general education classroom [electronic resource] : best known teaching strategies /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Palmer_JMIT2010.pdf.

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Lau, Kin-fung Kelvin, and 劉健豐. "Understanding teachers' use of electronic textbooks in mathematics classroom: a case study in a Hong Kongsecondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367643.

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Lenders, Olaf [Verfasser]. "Active vocabulary learning with electronic glosses : A longitudinal qualitative study in an authentic EAP classroom. / Olaf Lenders." Duisburg : Universitätsverlag Rhein-Ruhr, 2007. http://d-nb.info/1147971935/34.

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Aguila, Mary. "Effect of presentation modality on predictions of children's communication ability in the classroom [electronic resource] / by Mary Aguila." University of South Florida, 2002. http://purl.fcla.edu/fcla/etd/SFE0000038.

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Professional research project (Au. D.)--University of South Florida, 2002.
Title from PDF of title page.
Document formatted into pages; contains 20 pages.
Includes bibliographical references.
Text (Electronic thesis) in PDF format.
ABSTRACT: The modified Goodman scale, a hearing loss classification scale, is commonly used to describe audiometric findings for both children and adults (Haggard & Primus, 1999). This scale uses one or two word descriptors for hearing level categories and is based on a pure tone average (PTA), the average of hearing thresholds at 500, 1000, and 2000 Hz. Although these categories were developed from clinical and educational observations (Goodman, 1965), degree of hearing loss has not been shown to reliably predict the educational or language performance of children with hearing impairment (Martin & Clark, 1996). This study was designed to evaluate how the presentation modality (hearing loss simulation vs. using a term to describe the hearing loss using the Goodman scale) affects predictions of children&softsign;s communication difficulties in the classroom by graduate speech-language pathology students.
ABSTRACT: The perceptions of graduate speech-language pathology students were of interest because this population had not been included in earlier investigations, despite the fact that they often work with hearing-impaired children in the school systems. Three levels of hearing loss (mild, moderate, and severe) were introduced using two different presentation conditions. In one condition, a descriptive term from the Goodman scale was used to describe the hearing loss. In the other presentation conditions, a simulated hearing loss was presented to the participants. Following each presentation of each hearing loss, the participants rated the potential communication difficulty a child with that loss may have in the classroom using a questionnaire composed of nine different communication-related tasks (Appendix A).
ABSTRACT: In general, participants predicted significantly greater difficulty when presented with the simulated hearing loss, than when presented with the descriptive term for the same degree of hearing loss with a few exceptions. The results of this study indicated that the standard method of classifying hearing loss results in underestimation of the impact a hearing loss might have for a child.
System requirements: World Wide Web browser and PDF reader.
Mode of access: World Wide Web.

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Ayoub, Judith Lorene 1941. "The effect of classroom use of an electronic group support system on student critical thinking, performance and satisfaction." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288701.

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The use of an Interactive Computer Classroom (ICC) as compared to a traditional lecture format (LEC) for a nursing management course taught during the fall semester 1996 was examined in this study. The ICC was structured around Group Systems Support software, a tool previously used in business settings for group decision-making activities. The outcomes included critical thinking, measured by written responses completed at the end of each class and by scores from the California Critical Thinking Skills Test; academic performance, measured by the management course's midterm grades; and student satisfaction, measured by attendance and course evaluations. To consider generalizability of performance, the midterm examination scores of a concurrent nursing course were also measured. The management course midterm scores of the ICC group were significantly higher than those of the LEC group. The response to the open-ended-questions of the student evaluations indicated strong support of the participation made available by the computer activities but frustration with the computer hardware and software. Further evidence supporting student satisfaction was that six students requested to be transferred to the ICC group when the study was completed at mid-semester, while no students chose to move to the LEC group. There were no significant differences in scores for the California Critical Thinking Skills Test, the midterms grades for a concurrent nursing course, and class attendance.

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Cote, Robert Arthur. "The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/307005.

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Over the past 30 years, there has been little consensus on the benefits of peer review (PR) with respect to the teaching of expository writing in English to non-native speakers. Lu & Bol (2007) reported on several ESL writing instruction studies (Chaudron, 1983; Mangelsdorf, 1992; Paulus, 1999) that suggested peer feedback was as good as, and in some cases better than teacher feedback in helping revise and improve students' papers (p. 101). Brammer & Rees (2007), however, reported, "We frequently hear students complain bitterly that peer review is a waste of time or blame their peers for `not catching all the mistakes' and students do not stay on task during the peer review process" (p. 71). The literature also identifies social issues that can negatively affect the outcome of face-to-face PR, such as students being easily biased or not honest when providing feedback due to friendship, gender, race, interpersonal relationships, or personal preferences (Carson & Nelson, 1996; Ghorpade & Lackritz, 2001; MacLeod, 1999; Nilson, 2003; Zhao, 1998). To maximize the benefits of PR and reduce social interferences, this study incorporated anonymous electronic-peer review with 25 EFL students enrolled in an expository writing class in Spain. The goal of this dissertation is to explore the relationship between students' attitudes towards peer review and one) the amount and type of corrections a student makes to an essay in anonymous electronic-peer review, and two) the amount and type of corrections a student incorporates into his/her original essay after receiving feedback from a peer. The participants completed several Likert questionnaires, participated in PR training, wrote two drafts of an essay and were interviewed. The interviews provided data not only on the corrections mentioned above, but also how the participants viewed the experience, the effects PR had on their writing, insecurities about their English writing skills, and confidence they had in themselves and their peers based on perceived target language competence. Findings include discussion on perceptions and implications of electronic peer review on EFL learners' ability to provide helpful feedback and the willingness of the students to participate in peer review again in the future.

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Edwards, Holly G. "The effects of teacher knowledge and use of positive behavior support on student academic achievement." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/edwardsh/hollyedwards.pdf.

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Hepner, Tamber. "Integrating math and language arts in the classroom: a study on the effectiveness of math journals on language skills needed to solve word problems for third graders learning English as a second language." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5529.

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The contemporary American elementary classroom is comprised of a more diverse student population than has ever been seen before. The strong emphasis of mastery in language arts and mathematics at the elementary level as outlined by the no Child Left Behind Act, causes enough stress for students whose primary language is English (native English speakers), let alone those English language learners (ELL) who require extra instruction to “catch up” to their native speaking counterparts. For teachers, the task of getting their students to reach their expected potential is getting more difficult as blocks of instruction decrease, class sizes increase, and the demands of performance based education prevail. This study intended to look at the use of the language arts practice of journaling for math instruction and its effect on academic performance in both language arts and math. Solving math word problems and writing skills were specifically assessed. A five-week intervention of math journaling was implemented in a third grade classroom. Twenty two students were divided into a control and an experimental group based on academic achievement and language status (English language learner (ELL) or native English speaker) per student records. The experimental group was given math journaling time three to four times a week for five weeks for 20 minutes to write about a prompted math concept with the researcher while the control group practiced and reviewed already taught concepts with the classroom teacher. Results showed there was a statistically significant difference in academic performance between groups in both word problem solving and writing skills with the experimental group using mathematics writing journals scoring higher in both.
Thesis (M.A.T.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction

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Pearson, Adrian D. "Media influence on deviant behavior in middle school students /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/pearsona/adrianpearson.pdf.

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Dissertations / Theses on the topic 'Electronic classroom'

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