| 1 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
|
|
|
|
In: SoTL Commons Conference (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
|
|
|
|
In: SoTL Commons Conference (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
|
|
|
|
In: SoTL Commons Conference (2020)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
|
|
|
|
In: SoTL Commons Conference (2020)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Unblock Metacognitive & Technical Bottlenecks of USAFA Intermediate Chinese Learners
|
|
|
|
In: SoTL Commons Conference (2020)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
|
|
|
|
In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Formative Asynchonous Feedback For Faculty: A Case Study
|
|
|
|
In: SoTL Commons Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The effects of different gloss types on incidental learning of Arabic vocabulary.
|
|
|
|
In: SoTL Commons Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Promoting Critical Reading with Double-Entry Notes: A Pilot Study
|
|
|
|
In: SoTL Commons Conference (2019)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Advances in Global Education and Research: Volume 3
|
|
|
|
In: University of South Florida-- M3 Center Publishing (2019)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
A Phenomenological Exploration of Secondary Teachers' Perceptions of the Flipped Classroom Model
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
Abstract:
The purpose of this qualitative transcendental phenomenological study was to describe secondary teachers’ experiences implementing a secondary flipped classroom model (FCM) in the United States. A FCM is a framework wherein students work at their own pace and use in-class time for active learning activities. The following questions were researched: (a) How do secondary FCM teachers describe their lived experiences from implementing the FCM? (b) What benefits, if any, do secondary teachers describe from implementing the FCM? (c) What challenges, if any, do secondary teachers describe from implementing the FCM? (d) What necessary resources do teachers perceive important for successful implementation of the FCM? The theory guiding this study was the diffusion of innovation (DOI) theory, which helps uncover the processes involved with the spread of an innovation or idea in a specific social system. DOI aids in the analysis of technology acceptance and adoption patterns of teachers. Data collection included questionnaires, interviews, and virtual focus groups from 12 participants, selected because they successfully used the FCM for at least one year and collaborate via social media regarding their experiences. Data were collected and analysis included organizing, synthesizing, reduction, and enumeration to develop themes. In-depth explorations of the participants’ perceptions of the FCM provided rich descriptions and to answer the four research questions, five themes were identified: changes to planning and preparation, best practices, resources and tools, benefits of implementation, and gaining buy-in. Overall, although participants stated they experienced challenging situations with implementing the FCM, the benefits outweighed the challenges.
|
|
Keyword:
21st Century Classrooms; and Research; Curriculum and Instruction; Diffusion of Innovation (DOI) Theory; Education; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; Flipped Classroom; Learner-Centered Instruction; Other Education; Phenomenology; Qualitative Research
|
|
URL: https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2786&context=doctoral
https://digitalcommons.liberty.edu/doctoral/1727
|
|
BASE
|
|
Hide details
|
|
|
| 13 |
The Relationship between English Language Proficiency and Academic Achievement for English Language Learners
|
|
|
|
In: Doctoral Dissertations and Projects (2018)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
|
|
|
|
In: Georgia International Conference on Information Literacy (2018)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Khan & Austin 2018 Collaborating across National Boundaries for Narrative Teaching (1).pdf
|
|
|
|
In: Theresa Y. Austin (2018)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Interpreter educators in the United States: Teaching, research, and practice
|
|
|
|
In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students
|
|
|
|
In: Doctoral Dissertations and Projects (2017)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners
|
|
|
|
In: Doctoral Dissertations and Projects (2017)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
The Impact of 1:1 Laptop Environments on the English Language Arts Achievement of Fifth Grade Students from Diverse Socio-Economic Backgrounds
|
|
|
|
In: Doctoral Dissertations and Projects (2017)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
A Qualitative Phenomenological Study of First-Year College Students’ Perceptions of Direct and Symbolic Inputs Influencing Sense of Identity
|
|
|
|
In: Doctoral Dissertations and Projects (2017)
|
|
BASE
|
|
Show details
|
|
|
|
|
