Дисертації з теми "Teacher Education: Higher Education"

Changes in the field of education require teachers’ acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning.

This research is an examination of pre-service teachers’ needs relevant to integrating technology in an online learning environment. It is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, thus providing pre-service teachers with opportunities and experiences to become fluent in the technological pedagogical content knowledge (TPACK) required for online learning environments as well as the traditional face-to-face instruction.

The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers’ towards technology integration in an online learning environment. A mixed-methods concurrent triangulation design procedure was utilized to measure characteristics of pre-service teachers in a teacher preparation program. A two-way within-subjects analysis of variance was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains. Participants began the intervention with limited knowledge and skills of technology integration and online learning environments; however, they made statistically significant gains upon completion of the intervention. The implementation of an intervention such as this online instruction module may support other teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers and provide valuable information necessary to guide program goals.

The purpose of this study was to determine if a Structured Online Intercultural Learning (SOIL) experience represented a viable form of global experiential learning (GEL) that can yield beneficial effects in student transformation of the kind that are reported to result from “traditional” GEL (involving mobility). Specifically, this study investigated the influence of a sustained cross-cultural learning experience, made possible by online communications technologies, on preservice teachers’ global citizen identity development (their self-in-the world).

The research approach was inspired by design-based research and employed a parallel mixed-methods design, incorporating two quantitative assessment instruments (the Global Perspectives Inventory [GPI] and the Beliefs, Events, and Values Inventory [BEVI]) and a plethora of student-generated artifacts (the qualitative data). Twenty-six preservice teachers from the US and Macedonia learned together in a globally networked learning environment (GLNE) for 8 weeks. The findings showed that, although the participants were, in most cases, not able to articulate with certainty any perceived changes to their sense of self-in-the-world, both the qualitative and the quantitative data indicated that the experience did indeed result in at least modest positive changes for most of the participants.

The primary themes that emerged from the qualitative data related to self-in-the-world, were “knowledge acquisition,” “intercultural sensitivity development,” and “personal growth/self-improvement.” The quantitative data showed that U.S. students’ ideas of the attributes of a global citizen shifted positively following the intervention and that students in both groups strengthened their agreement with the statement “I see myself as a global citizen” at Time 2. Further, students reported that the real-time, small group cross-cultural conversations (via video conference), which were required by the course that served as the intervention in the study, were the most meaningful aspect of the experience. Finally, nearly half of the participants indicated that, as a result of their experiences in this course, they planned to incorporate global citizen education in their future teaching practice.

These results suggest that teacher educators should consider embedding globally networked learning experiences into teacher education curriculum and that preservice teachers should not only experience globally networked learning as students, but should also be encouraged to develop lesson plans involving globally networked learning for their future classrooms.

The purpose of this qualitative research was to (a) explore the issues that international undergraduate students face during academic experiences at U.S. colleges and/or universities, (b) study the relationship between U.S. professors and international undergraduate students as measured by the extent of congruency between U.S. professors' and international undergraduate students' online survey results, and (c) propose appropriate guidelines for U.S. Teacher Leaders in adult classrooms to enhance international undergraduate students' learning satisfaction. The researcher used convenience sampling that included 96 participants at Lindenwood University, Saint Charles. The researcher conducted a focus group discussion with 14 international undergraduate students from 10 countries, an online survey with 70 international undergraduate students and five U.S. professors using the Modified Instructional Perspective Inventory (MIPI), and the in-depth interviews with seven faculty experts selected from the Education Department and the International Students and Scholars Office.

The results showed international undergraduate students are faced with five major issues including language, isolation, discrimination, professors' instruction techniques, and professors' behaviors in the classroom. The emerging themes in the focus group discussion were financial support, positive experiences, and suggestion for improving teacher leadership in the classroom. There was no congruency between U.S. professors' and international undergraduate students' perceptions on four factors of the MIPI—teacher empathy with learner, teacher trust of learners, planning and delivery of instruction, and accommodating learner uniqueness. However, there was congruency between U.S. professors' and international undergraduate students' perceptions on three factors of the MIPI—teacher insensitivity toward learners, experience-based learning techniques, and teacher-centered learning processes. This congruency level, however, did not indicate a good relationship between U.S. professors and international undergraduate students, but instead the professors' inability to balance the practice of learner-centered and teacher-centered teaching approaches in the classroom. The proposed Guidelines for U.S. Teacher Leaders in Adult Classrooms suggested processes to enhance International Undergraduate Satisfaction as follows: application of professors' beliefs (teachers' trust of learners and teachers' accommodating learners' uniqueness), professors' feelings (teachers' empathy with learners and teachers' insensitivity toward learners), and professors' behaviors (delivery of various instruction techniques and appropriate use of learner-centered and teacher-centered learning processes in the right context).

The purpose of this qualitative study was to explore student engagement in higher education by evaluating training provided by experienced faculty members for those faculty desiring to implement a flipped classroom. A case study was utilized; data were collected in the form of online observation, in-class observation, student focus group interviews, faculty individual interviews, and artifacts. The researcher used the utilization-focused evaluation (Patton, 2008) as an implementation evaluation framework for the study. Data were analyzed using deductive analysis that depended on five implementation evaluation elements as general components (effort, monitoring, process, component, and treatment specification). The participants in this study included three trained faculty members from three different disciplines (anthropology, sociology, and business) and 14 students from these three faculty participants’ classes. The findings indicated faculty experiences of successful implementation of a flipped classroom were related to whether these faculty members fully provided the main flipped classroom elements for the lesson or only tested a partial implementation. Faculty and student perceptions of student engagement were positive and supportive of the idea that the flipped classroom enhanced student engagement. Students who experienced all the elements of the flipped classroom in the lesson extended their engagement from just inclass activities to embedded online activities. The findings also provided valuable recommendations from faculty and student participants related to improving student engagement in the flipped classroom. The study presented limitations of the study and recommendations for future research. Generally, this qualitative study with all the resources used to collect the data reflected successful practices and components of flipped classroom examples that could benefit educators in terms of enhanced student engagement.

Peer mentoring is a topic that has been prevalent in the literature for the past several decades and plays a significant role in the learning experiences of many students. This study investigated the experiences of peer mentors in one specific mentoring project, in order to learn how the mentors describe and understand those experiences.

Eighteen mentors participated in this qualitative study, which examined mentoring-influenced-by-relational-learning in pre-service teachers through in-depth, phenomenological interviews. These interviews were supplemented by photo elicitation and reflecting processes. These mentors defined mentoring as a multifaceted endeavor, which exhibits, among others, traits of teaching, friendship, learning, building relationships, and communication. They defined relational learning both in terms of the course they took, and as a construct which revolves around working together, talking through experiences, being open to new possibilities and ideas, and, through these, being in relationship with one another. Four themes were identified: (a) Mentors experienced relational learning; (b) Mentors experienced investment; (c) Mentors experienced challenges; and (d) Mentors identified ways mentoring can be different. An overarching theme was, mentors and the mentoring project experienced a process of becoming. Mentors also described their overall experiences, explained the ways in which they feel they benefitted from the project, and discussed why they believe this project has been successful. Implications of these findings are also discussed, as they relate to both research and practice.

Recruitment and retention of ethnically diverse students in college education preparation programs remains a difficult challenge for many colleges and universities across the United States. Low numbers of education majors yield low numbers of ethnically diverse teachers in the teaching workforce. According to 2010 data from the National Center of Education Statistics, African American students comprise about 16% of our public school students nationwide, but African American teachers only represent about 8% of the teaching workforce. While Asian students comprise 4.6% of the total public school population, only 1% of the teachers in American public schools are Asian (National Center of Education Statistics, 2010). Additionally, Latinos are expected to make up a third of the total U.S. school-age population (ages 3–17) by the year 2036, while Latino teachers represent only 14% of the teacher workforce (NCES, 2012).

Although college going rates for ethnically diverse students are increasing, many of those students are not choosing education as a major. Researchers have studied the perceptions ethnically diverse students have about teaching and have identified numerous barriers, such as: limited educational opportunities, more lucrative career options and standardized testing requirements (Madkins, 2011). Furthermore, Gordon's (1994) research points to not graduating from high school, negative experiences in school, lack of respect, teachers not being prepared for diversity, lack of support for college, lack of academic encouragement, racelessness, absence of role models of color, low status of the profession, too much education for the return, low pay, negative image, poor school conditions, having more opportunities elsewhere, and racism as contributing factors affecting students' decisions not to pursue a career in education. Graham and Erwin (2011) who studied African American boys discovered three themes: negative perceptions of teachers and teaching, perceptions of schools as oppressive institutions, and African American men are nonconformists. While these are all significant potential barriers to ethnically diverse students choosing careers in education, those ethnically diverse students who do choose to pursue teaching may be able to shed some light on the issue. Since much of the research focuses on the barriers and limitations ethnically diverse students face in our society, part of the purpose of this research is to highlight what is working for ethnically diverse students who are pursuing a career in education.

The purpose of this dissertation is to describe the factors that contribute to an ethnically diverse education major's career aspiration and college success. Since the disparity problem is multifaceted, I addressed historical, personal and social aspects that may impact the overall phenomenon, including: desegregation of teachers of color, students' experiences within the context of secondary schools, issues surrounding institutional racism, students' perceptions of teachers and teaching, college readiness, college recruitment and retention of teacher candidates, mentoring, personal motivations and identity development.

I endeavored to capture the rich stories of ethnically diverse college students' journeys to becoming a teacher and to understand what impact mentoring may have had on their career aspirations and college success. Results from this study can inform students, schools, and colleges and universities about the barriers and support systems that successful education majors of color report affect them. Since the primary focus is on the perceived effect of mentoring, the results may also provide insights regarding the retention of ethnically diverse students once they enroll in college.

Earlier studies concluded that technology’s strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators’ reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers’ (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

Students in the United States are obtaining more college degrees than ever before. In 1975, 21.9% of Americans held bachelor’s degrees, and in 2012, 33.5% of Americans held bachelor’s degrees (Rampell, 2013). A study in 2011 indicated that Americans possessing a bachelor’s degree earn approximately $2.27 million, those with master’s degrees earn $2.67 million and those with doctoral degrees earn $3.65 million over their adult lifetime, dwarfing those with some college, who earn $1.55 million, or no college, who earn $1.30 million (Burnsed, 2011).

Unfortunately, the increase in college degree attainment in the United States does not include all Americans. Among low-income students, degree attainment has been fairly flat for several decades (Mortenson, 2016). Although education can be a great equalizer and opportunity generator, among lower income students it is often times an insurmountable challenge to obtain a bachelor’s or post baccalaureate degree. College students can have challenges in obtaining learning opportunities due to factors beyond their control, such as geography and access to quality instruction.

In order to provide equity and opportunity for nontraditional students who either working, have family responsibilities, or are low income or first generation college attenders, it is important to make every effort to connect these students with meaningful and attainable opportunities to obtain a college degree. One such delivery model of curriculum is online learning. Online learning in higher education—in which students are obtaining bachelors, masters, or doctoral degrees—takes place either partially or fully in a virtual environment accessible from e-learning devices such as laptops, tablets, or smartphones.

The goal of this study was a greater understanding the best practices in adult online education. The participants in the study were asked to help identify both the challenges and successes experienced in their online learning environments. While success in both teaching and learning is subjective, the data revealed a number of common themes, which indicated similar elements that lead to success in an online environment in areas of curriculum design, classroom management, and use of technology.

Teacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.

Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.

The purpose of the qualitative single-case study was to explore and gain deeper understanding of instructor responsibility within hybrid learning courses from the perspective of higher education music students. Two research questions guided the case study: (a) How do higher education music students perceive their instructors’ responsibility for cognitive, social, and instructional presences along with their expectations of content development and quality of feedback in hybrid learning courses? (2) What do higher education music students perceive as valuable instructor responsibilities in hybrid learning courses? From a triangulated case study, data were collected via demographic and Community of Inquiry questionnaires along with individual one-on-one interviews with participants. Data were analyzed using Atlas.ti8 software with open and list coding. Themes were derived from the codes to adequately arrange, analyze, and organize participant perspectives. The exploration led to discovering the five main themes representing a large spectrum of expectations students had of their hybrid instructor’s responsibilities including, (a) assignments, (b) communication and online presence, (c) engagement, (d) feedback, and (e) curriculum. Through the nature of the in-depth case study investigation, various perceived and expected hybrid instructor responsibilities, qualities, and values were also revealed from the students including an overall view of the hybrid learning structure. As more distance and hybrid courses were built, higher education institution leaders increasingly needed to be in tune with their students’ instructor expectations and learning needs.

Since the early 20^th century, higher education has been promoted as an effective strategy for enhancing law enforcement practice (Mayo, 2006a). While many have identified challenges that contemporary criminal justice practitioners face (Christopher, 2016; McFall, 2006; Stone & Travis, 2011), experts have promoted specific instructional strategies to combat these challenges (Robinson, 2000). Current research reveals a concerted effort to align programmatic objectives with the needs of today’s criminal justice students (Moriarty, 2006); yet, minimal research relates these objectives with faculty perceptions of instructional processes.

The purpose of this interpretive qualitative study was to explore the perceptions of undergraduate criminal justice faculty regarding in-class pedagogical processes, guided by the following research questions: 1. In what ways do criminal justice faculty integrate curricular learning objectives with the pedagogical strategies they employ? a. How do criminal justice faculty describe their curriculum design and in-class delivery processes for instruction? b. How do criminal justice faculty perceive the value of active and experiential learning in-class instructional strategies?

Undergraduate criminal justice faculty (N = 12) from 4-year higher education institutions in the southeastern New England region participated in face-to-face depth interviews. Data were analyzed using Rubin and Rubin’s (2012) seven steps for qualitative data analysis. Additionally, data originating from documents provided by faculty, along with an elite interview of a recognized pedagogical expert, triangulated the primary data source.

Five themes emerged from an analysis of the data, revealing that many criminal justice faculty lack formal teaching training; however, their instructional evolution develops over time, reflecting their academic credentialing, past practical field exposure, visceral student feedback, and their own personality characteristics. Additionally, most faculty indicate that they employ active and experiential learning strategies in their classrooms even though they do not consciously acknowledge these approaches as intentional strategies. Finally, faculty shared a strong sense of commitment to teaching and to improving practice for criminal justice professionals.

These findings may provide criminal justice programmatic leaders with a richer understanding as to how and why their faculty deliver curriculum in the manner they do, along with internal perspectives for areas of instructional improvement.

CARRINO, STEPHANIE SEDBERRY, Ph.D. Digital Connection in a Physical Classroom: Clickers and the Student-Teacher Relationship. (2015) Directed by Dr. Kathryn Hytten. 191 pp. Education is fundamentally relational, and the student-teacher relationship is central to student learning. However, high-enrollment classrooms, now common on college campuses, limit student-faculty interaction and opportunities for relationship building. ?Clickers? facilitate communication in large classes, but there is a lack of research on the potential relational functions of this technology. This study addresses this gap in the literature by asking: How might the use of clickers in the classroom contribute to the student-teacher relationship? Employing a mixed-method descriptive research design, I created and analyzed three data sets to respond to this question: I observed 3 large clicker-based classes, surveyed students to explore their perceptions of clicker use and student-teacher relational dimensions, and I interviewed a subset of students for assistance interpreting the results. Data analyses resulted in four general findings: clickers can be used for multiple purposes and ends; clickers facilitate aspects of the student-teacher pedagogical relationship; clicker communication is not perceived as comprising a student-teacher relationship; and clickers are viewed as a tool for collective rather than individual communication and dialogue. Clickers may have value as relational tools, as they facilitate some aspects of the student-teacher relationship. The frame of the technology may explain why only some relational dimensions are facilitated, and not others. More research is needed to explore how clickers and other educational technologies may facilitate the student-teacher relationship.

Traditional teacher evaluation procedures involve the school leader providing feedback in a summative form to the classroom teacher (Tuytens & Devos, 2011). The function of the administrator to be both supervisor and evaluator is a contrasting role. There are four main purposes of teacher evaluation: improvement, accountability, staff development, and personnel decisions (Darling-Hammond, Wise, & Pease, 1983; Tuytens & Devos, 2011). Administrators are already constrained for time and resources. Therefore, fulfilling all four purposes through the current evaluation process in California is becoming increasingly difficult.

Using peers in the evaluation process is an alternative evaluation method being explored across the country, specifically in the form of Peer Assistance and Review (PAR; Goldstein, 2004; Matula, 2011; Weems & Rogers, 2010). The problem this research addressed was the efficacy of teacher evaluation systems and how evaluative practice can be improved from the perspectives of principals and Consulting Teachers (CTs) with experience in the PAR program.

The study found principals and CTs had mixed reactions regarding the inclusion of PAR as a multiple measure for teacher evaluation. All participants' perceptions of the role of the CT included the common language of supporter, helper, coach, and mentor, which matched the PAR documents from each district. The data showed that subjectivity, fear, and lack of time, negatively impacted the traditional teacher evaluation process and that involving peers in the process could be beneficial.

Teacher attrition is a growing problem within the education system in the United States. A study that tracked the experiences of graduates of a particular program was designed to gauge the program’s success. There were three research questions. The first asked, What are the first year teaching experiences of Midwestern University educator preparation program graduates? The second question was in two parts and asked, What do graduates of Midwestern University educator preparation program perceive as the strengths and weaknesses of their ability to carry out their duties as a first-year teacher? How does this change from August to May? The third question asked, How do the responses of graduates to the first two questions vary by type of school where they are employed, level and area of certification, and MAT or BA? To answer these questions, six graduates of Midwestern University’s Educator Preparation Program were followed during their first year of teaching.

The participants were interviewed throughout their first year of teaching. The data was presented in case studies. These participants taught in urban, suburban, and rural schools that were either public or private. Some of the participants had earned a BA degree, some a MAT degree, and some were still completing their MAT degree. Three of the teachers were at the secondary level and two were at the elementary level. The data from these interviews helped clarify emerging themes from their experiences.

This study showed the relevance of student teaching assignments. The graduates whose student teaching assignments had more varied ability levels and grade levels had an easier time transitioning into a first year teacher. Other experiences demonstrated how a cooperating teacher affected the success of the student teacher and the ability to transition into a full time teacher. Many of the participants developed their own style of classroom management as they progressed through their first year of teaching. Some participants struggled with IEPs and had to learn from their co-workers the correct way to implement them. Overall though, substitute teaching experience was found to be the most beneficial tool in preparing university students to become classroom teachers.

College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.

The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:

Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?

The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.

The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.

On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

I conducted this autoethnographic research study to explore how I as a freshman orientation instructor meandered into college teaching through writing, which I used to develop my pedagogical content knowledge. Focusing my research as college faculty development, I reached back in the past and also in the present to select particular experiences to portray as vignettes, thus creating a kaleidoscopic lens. This kaleidoscopic lens serves to provide insight into my perspective of how my teaching philosophy based on the use of writing prompts developed. By connecting the personal experiences that had established my teaching philosophy using writing prompts to the classroom culture of first year students in a northeastern Alabama public two-year community college, the scholarly significance will be perused through integrating the theoretical framework of Lee S. Shulman’s (1986, 1987) pedagogical content knowledge (PCK) with additions of Otto and Everett’s (2013) context knowledge and Zepke’s (2013) threshold concepts.

I as a differently-abled instructor-researcher self-narratively depict how writing prompts supported my teaching experience as pedagogical content knowledge. Thus, my use of writing prompts as pedagogical content knowledge is purposefully intended for providing significant learning experience for my students, improving their readiness for writing college papers and also for communication skills as a potential employee and productive citizen. Over the course of spring and fall 2015 terms totaling four different seventy-five minute Orientation 101 courses, the data purposefully sampled from the students’ written responses to the prompts given and also from dyadic interviews with several peers ranging from active and retired faculty to acquaintances serve to support my own perspectives and experiences that determine use of writing prompts as effective pedagogical content knowledge.

This study analyzed the results of undergraduate and graduate teacher candidate scores on the Elementary Missouri Content Assessment at a private Midwestern University. The intent was to examine the possibility of a difference between pre-service teachers who satisfied coursework requirements through an undergraduate program or through a graduate program. This study focused on the content knowledge domain of teacher knowledge that had been the focus of teacher competency studies since Lee Shulman’s research in 1986. This study used pre-service teacher Missouri Content Assessment scores, subtest scores, number of attempts to earn a passing score, number of years since a college math or science class was taken, cumulative grade point average, and grade point average in each content area in order to determine if any correlation existed between academic performance and performance on the Elementary Missouri Content Assessment.

The researcher anticipated that pre-service teachers with higher GPA would receive higher scores on the Missouri Content Assessment. The 12 hypotheses in this study tested the relationship of both undergraduate and graduate pre-service teacher academic performance and performance on the Missouri Content Assessment. The site of the study was a medium-sized Private Midwestern University. A random sample of 50 undergraduate and 35 graduate pre-service teachers were selected from a total population of 205 graduates, which included 169 undergraduate candidates and 36 graduate candidates. The study was quantitative utilizing the Pearson Product-Moment Correlation Coefficient and a z-test for difference in means. The analysis of the 12 hypotheses revealed no statistically significant correlation between academic performance and the Missouri Content Assessment scores. The lack of a significant correlation suggests that further studies are conducted to determine what factors could be indicators that both the Researched University and future pre-service teachers enrolled at the Researched University use as predictors of readiness and success on the MoCA. Because the MoCA assessment has a limited implementation of four years, it may be beneficial to examine what changes the research university has made in course and program design to meet the requirements and then examine the MoCA scores after the changes.

Traditional classroom educators face the challenge of teaching online due to the increasing demand of online courses at higher education institutions. Educators who transition from the traditional classroom to online instruction experience the need to incorporate different skills and strategies in order to become an effective online instructor. This qualitative study sought to investigate the difficulties experienced by traditional classroom instructors who are attempting to transition to an online classroom format and what strategies can be used to overcome these difficulties. A qualitative meta-synthesis design was used for this research study because the research questions and approach position towards the appropriateness of meta-synthesis research. Four themes presented themselves from the meta-synthesis of eight research studies. The following four themes captured the experience of educators transitioning from traditional instruction to online instruction: increased workload, changing roles and skills, enhanced support and training, and various communication and engagement strategies. The findings from this study found that traditional educators transitioning to online instruction face many challenges as they attempt to create an engaging classroom environment that echoes engagement in a traditional classroom. The results of this study can assist educators in developing their online teaching skills.