Doctoral Research In Educational Technology A Directory Of Dissertations

Doctoral Research In Educational Technology A Directory Of Dissertations-51
[accordion] Jamey Burns: “Coach’s Impact on Early Learning Teachers’ CLASS Scores” (Curriculum, Teaching, & Teacher Education; Dr. Seongah Byeon: “The Language Ideologies and Practices of Four Korean Heritage Language Teachers: Constructing What It Means to Teach Korean to Diverse Students in A Community Based Korean Heritage Language School” (ESOL/Bilingual Education; Dr. Karen Dondzila: “Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment” (Educational Technology; Dr. Brian Heglund: “Using Computer-Assisted Argumentation Mapping to Develop Effective Argumentation Skills in High School Advanced Placement Physics” (Educational Technology; Dr. Angela Hooser: “Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory: A Phenomenological Interview Study” (Curriculum, Teaching, & Teacher Education; Dr. Ahyea Jo: “Bilingual Elementary Mainstream Teachers’ Appropriation of Their Bilingual Experiences for Their Work in Linguistically and Culturally Diverse Classrooms” (ESOL/Bilingual Education; Dr. Katherine Kellen: “Using Procedural Scaffolds, with and without Interactivity, to Support the Self-Regulation of Learning in Community College Online Composition Students” (Educational Technology; Dr. Hope Kelly: “Open Educational Resource Use in K-12: Prevalent Practices of Teachers Engaged in Educational Technology Communities” (Educational Technology; Dr.

[accordion] Jamey Burns: “Coach’s Impact on Early Learning Teachers’ CLASS Scores” (Curriculum, Teaching, & Teacher Education; Dr. Seongah Byeon: “The Language Ideologies and Practices of Four Korean Heritage Language Teachers: Constructing What It Means to Teach Korean to Diverse Students in A Community Based Korean Heritage Language School” (ESOL/Bilingual Education; Dr. Karen Dondzila: “Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment” (Educational Technology; Dr. Brian Heglund: “Using Computer-Assisted Argumentation Mapping to Develop Effective Argumentation Skills in High School Advanced Placement Physics” (Educational Technology; Dr. Angela Hooser: “Reconstructing the Lived Experiences of Practitioner Scholars Using Third Space Theory: A Phenomenological Interview Study” (Curriculum, Teaching, & Teacher Education; Dr. Ahyea Jo: “Bilingual Elementary Mainstream Teachers’ Appropriation of Their Bilingual Experiences for Their Work in Linguistically and Culturally Diverse Classrooms” (ESOL/Bilingual Education; Dr. Katherine Kellen: “Using Procedural Scaffolds, with and without Interactivity, to Support the Self-Regulation of Learning in Community College Online Composition Students” (Educational Technology; Dr. Hope Kelly: “Open Educational Resource Use in K-12: Prevalent Practices of Teachers Engaged in Educational Technology Communities” (Educational Technology; Dr.

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The Search Works record will indicate if there is a circulating print copy that you can check out.

You can purchase copies of Stanford dissertations completed before 2010 via UMI Dissertation Express from Pro Quest.

Rodgers: “Reflective Coaching: Tensions and Transformations from Teachers’ Experiences” (Curriculum, Teaching, & Teacher Education; Dr. Eva Solano: “Latin American Adolescent Immigrant Narratives: A Qualitative Study of Culture and Identity” (Language Arts, Reading, & Children’s Literature; Dr. Deborah Alvarez Tarver: “A Latina Critical Race Study of Embodied ‘Nice’ White Supremacy in Teacher Education and Researcher Preparation” (Curriculum, Teaching, & Teacher Education; Dr. [/accordion] [accordion] Yasemin Gunpinar: “Teachers’ Instructional Practices within Connected Classroom Technology Environment to Support Representational Fluency” (Mathematics Education; Dr.

Jennifer Knutowski: “Coordinating Support for New Teachers in a Title I Middle School” (Curriculum, Teaching, & Teacher Education; Dr. Jason Schipper: “Establishing Inquiry-Based Professional Learning Communities in an International School” (Curriculum, Teaching, & Teacher Education; Dr. Kristen Apraiz: “The Effect of a Mathematical Task Focused Intervention on Prospective Elementary School Teachers Beliefs about Mathematics Instruction” (Mathematics Education; Dr. Julie Brown: “Designing for Culturally Responsive Science Education through Professional Development” (Science Education; Dr. Kathy Christensen: “Using Collaborative Writing to Help English Language Learners Actualize the Common Core State Standards” (Curriculum, Teaching, & Teacher Education; Dr. Jessica Clawson: “Queers on Campus: LGBTQ Student Visibility at Three Public Universities in Florida, 1970-1985” (Social Foundations of Education; Dr. Mary Conage: “Constructing Knowledge and Practice of Culturally Responsive Teaching in an Early Childhood Context” (Curriculum, Teaching, & Teacher Education; Dr. Charmyn Kirton: “The Perspectives of Novice Principals in High-Poverty, Low-Performing Schools: Challenges Faced and Support Needed” (Curriculum, Teaching, & Teacher Education; Dr. Karen Mallory: “Instructional Leadership to Enhance Implementation of Common Core State Standards in Secondary English” (Curriculum, Teaching, & Teacher Education; Dr. Cheryl Mc Laughlin: “The Negotiation of Meaning and Exercise of Power in Professional Learning Communities: an Investigation of Middle School Science Teachers” (Science Education; Dr.

Melissa Johnson: Pioneers, Guinea Pigs, and Rebels : Perspectives of Early Adopters in Online Honors Education (Educational Technology; Dr. Qing Liu: A Case Study of Native-English-Speaking (NES) Instructors Teaching English Writing in a University in China (Language Arts & Children’s Literature; Dr. Frederick Nelson: Conceptions of and Intentions for the Teaching of Reflection by Science Teacher Educators in University-Based Science Teacher Education Programs (Science Education; Dr. Katrina Short: The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring (Curriculum, Teaching, & Teacher Education; Dr. Marisa Stukey: Understanding Professional Learning in Action : a Case Study of a Research-Based Professional Learning Program (Curriculum, Teaching, & Teacher Education; Dr.

Doctoral Research In Educational Technology A Directory Of Dissertations

Katie Tricarico: Perspectives and Practices of Graduates of an Urban Teacher Residency Program (Curriculum, Teaching, & Teacher Education; Dr. Kisha Bryan: Multiple Voices, Multiple Identities : An Examination of Identity Construction Among Four Anglophone Caribbean Adolescents (ESOL/Bilingual Education; Dr. Ya-Yu “Cloudia” Ho: A Study of Cross-Cultural Communication among Internationally Educated Taiwanese Nurses in the United States (ESOL/Bilingual Education; Dr. Lisa Marie Holmes: The Effects of Project Based Learning on 21St Century Skills and No Child Left behind Accountability Standards (Educational Technology; Dr. Emma Humphries: Novice Social Studies Teachers’ Sense Making of Their Emerging Identities as Civics Teachers (Social Studies Education; Dr. Patricia Jacobs: Journey of Struggling Writers : Students with Learning Disabilities Make Progress in a Fourth Grade Inclusion Model Class (Language Arts & Children’s Literature; Dr. Patricia Lopez-Estrada: Eliciting Studentś Extended Use of Spanish during Whole Group Instruction in a First Grade Two-Way Immersion Classroom (Curriculum, Teaching, & Teacher Education; Dr. Danling Fu, chair) Wendy Athens: “Analysis of Self-Directed Mastery Learning of Honors Physics” (Educational Technology; Dr. Barry Bachenheimer: “A Management-Based CIPP Evaluation of a Northern New Jersey School District’s Digital Backpack Program” (Educational Technology; Dr. Jonathan Bostic: “The Effects of Teaching Mathematics through Problem-Solving Contexts on Sixth-Grade Students’ Problem-Solving Performance and Representation Use” (Mathematics Education; Dr.

General Expectations Include: Training: All new Faculty Members receive specific training from Walden University with respect to best practices in online learning facilitation, doctoral mentoring, and effective supervision and review of dissertations.

They also receive socialization into the Walden University culture of quality, integrity, and student-learning centeredness and an orientation in their specific degree program.

Walden's Riley College of Education and Leadership seeks part-time (contributing) faculty to serve as doctoral level course instructors/content experts for the Learning, Instruction, and Innovation program.

GENERAL SUMMARY: Walden University seeks dynamic, engaged and supportive doctoral faculty research mentors that have strong communication and learning-relationship skills for this part-time position in the Learning, Instruction, and Innovation program.

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