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Figuring It Out On their Own: How Rural Adult Online Students Negotiate Barriers to Learning Online
Full text link199 leavesThe health of rural communities depends, in part, on the education level of rural adults.
Economic vitality is impacted by degree completion, and the rate of degree completion by rural
adults lags behind that of their urban and suburban counterparts. Low completion rates suggest
that there are conditions for rural students that prevent them from earning degrees. Online
education addresses the geographic isolation that makes it difficult for rural adults to access
brick-and-mortar college campuses. Online courses provide rural adult students with the
opportunity to pursue degrees without leaving their communities or travelling long distances.
Online education does, however, present barriers to rural students. The purpose of this multiple
case study was to describe how rural adults negotiate barriers to learning online. Cultural
Historical Activity Theory (CHAT) guided the study. A series of interviews was conducted with
nine participants, exploring their rural communities, their educational histories, and their
experiences as online students. Five main themes, which represented the barriers the students
faced and how the barriers were negotiated, emerged from the interviews. Reflecting the
language of CHAT, the barriers were named disruptions. The themes, or disruptions, included:
Disconnection from Faculty, Unreliable Technology Access and Support, Insubstantial
Relationships with Other Students, Challenges of Balancing Classes with Work and Family, and
Troubled Educational Histories. The findings could be used by faculty, administrators, and
policy makers to improve the online learning experience for rural adults. The study concludes
that rural adults students persist in negotiating barriers to learning online because they recognize
the importance of earning their degrees, and appreciate the convenience and flexibility of online
courses
Understanding Experiences of High School Student Spoken Word Poetry Mentors of Color in a Large Midwest Urban District
Full text link172 leavesAchievement, opportunity, and access gaps impacting students of color continue despite numerous studies spanning decades seeking to understand and determine solutions. Researchers’ studies focus on ways urban youth are often viewed with deficit lenses, the increase in afterschool programs directly addressing character development and academic growth, the potential power of mentors of color, and the use of Hip-Hop and expressive arts as tools for engagement and learning.
This qualitative study explores the lived experiences of teenage mentors of color working in an elementary spoken word poetry and performance after-school program in an urban Midwest district. More specifically the study investigates how the experiences of mentors of color in the program impacts their own academic achievement in school, their relationships with school teachers, their future career aspirations, and perceptions of the way the program influences mentees.
Participants provided information on their experiences responding to paper and pencil surveys, participant logs, and one-on-one interviews. Profiles of each participant are presented, covering their interest and involvement in the program, and racial demographics.
Seven major themes emerged through analysis of data, along with numerous subthemes, directly addressing the studies sub-questions and more. Larger themes included: Academic Experiences, Teacher Empathy, Career Aspirations, Perception of Program Impact on Mentees, SelfConfidence, Culture, and Race and Power. These themes were explored through participant survey responses, participant logs, and one-on-one interview excerpts.
The study concludes with a summary of findings, implications for future studies, and reflection. After consideration of the overwhelming data collected the researcher concluded participants of this study reflect feeling mostly uplifted by their experiences in the program. However, lows were associated with feelings of inferiority based upon race, age, and traditional power dynamics
A Statewide Examination of the Training Satisfaction of Instructional Coaches
Full text link102 leavesAs the roles of instructional coaches are expanding in school districts, little research
exists about how instructional coaches are initially trained for their positions. Much of the
research base of teachers coach peers shows it is a strong method of helping teachers improve
their classroom effectiveness, but little is known about an instructional coach’s learning overall,
specifically their satisfaction with their initial training and their continued professional
development.
Using Vygotsky Space as a framework, the purpose of this study was to determine to if
instructional coaches are satisfied with both their initial training as they move from classroom
teachers to teacher leaders and their continued professional development after they assume their
roles. This study used a quantitative approach and survey research methodology. Participants
were instructional coaches in their first, second, and third years in school districts. Four research
questions guided this research into the satisfaction of instructional coaches.
Results from independent samples t-tests, correlations, and a multiple regression found
that instructional coaches who have more years of classroom teaching experience and perceive
support from building and district level administration identified perceived benefits of initial
training and continued professional development. Implications for instructional coaches and
administration are discussed, as well as topics for future research
A Phenomenological Study of African American Elementary Teachers
Full text link143 leavesProblem: In 2011-12, 82.7% of K-12 teachers were White, yet 44% of all elementary and secondary students were minority (Ingersoll, Merrill, & Stuckey, 2014). Teachers raised and educated in predominantly White communities typically have limited knowledge of communities of color and culture (Tatum, 2007). The minority teacher shortage, in turn, is widely viewed as a key reason for the minority achievement gap and unequal occupational and life outcomes for minority students (Torres, Santos, Peck, & Cortes, 2004). There have been extensive efforts to recruit minorities into the education profession, yet turnover rates among minority teachers have been significantly higher than among White teachers. The underrepresentation of minority teachers in the U. S. school system leads to minority students lacking minority adult role models and creates less access to teachers who understand their racial and cultural background (LadsonBillings, 1995). Research has focused primarily on white educators and their ability to work effectively with diverse populations (Irvine, 2002). Limited studies have focused on the untold stories of African American teachers in our nation’s classrooms.
Procedures: This phenomenological study (Moustakas, 1994) explored the lived experiences of six elementary African American elementary teachers in one Midwest state. A single overarching question will guide this study: How do African American teachers make meaning of their teaching experiences? Using purposeful convenience sampling and snowball sampling (Creswell, 2014; Bogdan & Biklen, 2007), data was collected from participants through interviews, detailed field notes, written reflections, and reflexive journaling. Data analysis involved initial coding, recoding, and thematic analysis to derive the core of the lived experiences. Data was verified through triangulation, thick description, field notes and observations, reflexive journaling, and member checking. Written findings reflected the phenomenological tradition of narrative description to capture participants’ lived experiences.
Findings: Data analysis revealed the lived experience of an African American elementary teacher as influenced by mentorship, relationships, cultural differences, expectations, and job retention. Thematic analysis provided a way to show how the participants constructed and made meaning of the phenomenon and by recognizing and identifying the patterns that emerged within the data (Braun & Clarke, 2006). The essence of the experience was captured through the words of each participant in regards to working with students, professional colleagues, and parents. The combination of textural and structural descriptions with the use of verbatim examples was reflected in the context in which the phenomenon was experienced (Creswell, 2013).
Conclusions: Student successes, family support, and collegial support helped shape participants’ experiences. The additional pressure of being a minority educator in a Midwest state was evident as participants clearly communicated their lived experiences. African American teachers continue to stay in the classroom because of their dedication to students.
Recommendations: Human resource departments must work collaboratively with school leaders, community members, and colleges to provide a more comprehensive system to recruit minority teachers. School districts must provide ongoing professional development for all teachers to become more culturally competent. School leaders must work closely with minority educators in their schools to provide adequate support for them in the workplace
21st Century Skills: Examining the Influence of Epistemic Development, Mindset, and Extracurricular Participation on Curiosity, Adaptability, and Initiative
Full text link167 leavesDespite the perceived importance of 21st Century skills for college, career, and long-term
success, graduates are often reported to have deficiencies in this area. Given their importance,
research is needed to explore additional potential avenues through which 21st Century skills can
be developed.
Utilizing Bronfenbrenner’s (2005) bioecological theory of development as a conceptual
framework, the purpose of this study was to develop an understanding of the relationship
between extracurricular involvement and an individual’s epistemic development and mindset and
the extent to which these characteristics subsequently predict the development of the 21st
Century skills of curiosity, adaptability, and initiative. A quantitative approach and survey
research methodology were utilized in this study. Participants were 243 undergraduate students
from two private institutions of higher education in the central United States.
Independent samples t-tests suggested students participating in fine arts during their
senior year of high school demonstrated higher levels of curiosity than those who did not
participate in fine arts. Furthermore, students who worked during their senior year of high school
demonstrated a greater self-centeredness than those who did not work during their senior year of
high school. Hierarchical regression analyses suggested gender, fine arts involvement, sport
involvement, work involvement, epistemic development, and characteristics of mindset
statistically significantly predicted 21st Century skill development
A Case Study on the Life Trajectories of Women with Sensory and Mobility Disabilities in Stem Careers
Full text link210 leavesA strong Science, Technology, Engineering, and Mathematics (STEM) workforce is
desired for American global competitiveness, economic growth, national security, public health,
environmental affairs, and maintenance of our quality of life. The talent pool available to sustain
the available positions in STEM fields is not sufficient. Increasing the STEM talent pool requires
promotion of STEM development for all U.S. citizens, especially underrepresented minorities,
women, and persons with disabilities. A relatively large yet fragmented body of literature is
present in relation to minorities and women in STEM fields. A gap exists in knowledge and
understanding of the position of women with disabilities in STEM fields.
The purpose of this study was to examine the life experiences of women with disabilities
whose professional careers are in STEM fields. This case study focused on the perceptions of
women with at least one self-identified disability. This study was built upon the conceptual
framework of Bronfenbrenner’s (2005) bioecological model of human development. Four
women, each with at least one self-described disability and employed in a STEM field for a
minimum of six months were interviewed. Through data analysis seven themes emerged: (1)
Family Influences Matter, (2) Support was Critical to Overcome Barriers in STEM Educational
Pathway, (3) STEM as a Meaningful and Practical Pathway, (4) Self-Advocacy and Trailblazing
are Part of the Education and Workplace Environment, (5) Networking and Support from
Workplace Colleagues is Critical for Success, (6) Intersectionality Leans Toward Being a
Woman in STEM; Not as a Person with a Disability in STEM, and (7) Growth Mindset,
Introverted, and Disability Empowered Personalities. The study concludes by offering summary
answers to the research question, implications for further study, implications for practice,
recommendations for further research, and reflections. Information gained from this study will be valuable to families, K-12 education, higher education, and STEM employers to remove barriers
for women with disabilities to pursue a STEM degree, obtain and retain STEM employment
A Case Study on Open Enrollment: Reimagining the Future of the Small Rural School
Full text link184 leavesMany small rural schools are facing a crisis of declining student populations and in the era of
school choice, school districts are looking at innovative ways to attract and retain students.
Research is limited on the qualitative experiences of people in communities who are focused on
increasing inter-district open enrollment in K-12 schools as a means of combating declining
enrollment in rural schools. The purpose of this qualitative case study was to explore the factors
that may impact parents’ decisions to open enroll their children in a school district that is not the
school district in which they live. This case study examined the experiences of parents as well as
school district and community leaders as they explored reasons people are choosing to open
enrolling into their district. The case study approach was used to gain an holistic understanding
of the phenomenon of open enrollment and the experiences of parents, school and community
leaders in a the study district who have experience with open enrollment. This study was built
upon Strange and Banning’s (2015) comprehensive environmental model on educational
environments. Twelve participants who were associated with the Baxter Community School
District and have experience with open enrollment were interviewed. Through analysis eleven
themes emerged; having one building to house all students preschool through twelfth grade is
positive, the location of the school and community are convenient, the safety of the students is
important, differentiation for the needs of students is a common practice, building relationships
and creating a sense of belonging are important, small school brings multiple opportunities to
participate, ensuring easy access to district leadership is important, organizational structure
provides for focusing on student development, the school is the heart of the community, as
demographics change the community is working on welcoming all, and recruiting and marketing
of the school and community attracts open enrollment families. Implications suggest a need for collaboration between school and community leaders to ensure this partnership remains strong.
Information gained from this study will be valuable to district leaders because district with large
numbers of students open enrolled out could use the information to address some of the areas of
concern in their own schools
A Phenomenological Study on The Lived Experience of First and Second Year Teachers in Standards-Based Grading Districts
Full text link228 leavesABSTRACT
Problem: There is an existing cycle of questionable grading practices at the K-12 level. As a
result, districts continue to search for innovative methods of evaluating and reporting student
progress. One result of this effort has been the adoption of a standards-based grading approach.
Research concerning standards-based grading implementation has resulted in an abundance of
strategies to change existing practices used by educators. Very little attention has been given to
the experience of new educators, who are still developing their educational pedagogy and
practice for the first time.
Procedures: This hermeneutic phenomenology (Heidegger, 2008; Van der Zalm & Bergum,
2000) explored the lived experience of 11 first or second year teachers in districts currently
utilizing a standards-based grading approach. The research question for this study was: What is
the lived experience of first or second year K-12 educators in districts using standards-based
grading policies? This overarching research question was supported by five supporting subquestions,
which utilized Senge’s (2006) Five Disciplines of the Learning Organization as a
conceptual framework. Purposeful, criterion, and stratified purposive sampling were all used for
recruiting participants for this study (Creswell, 2014; Salmons, 2010; Van der Zalm & Bergum,
2000). Data was collected using a three-interview approach recommended by Seidman (2013),
including life history, details of experience, and reflection on the meaning. Additional data
gathered included supplemental materials and researcher reflections. The data analysis process
included coding, triangulation, member-checking, and inter-coder agreement.
Findings: Findings were communicated in a descriptive and interpretive method, in order to gain
understanding of a specific phenomenon (Heidegger, 2008; Van der Zalm & Bergum, 2000).
Data analysis resulted in the following findings: (a) inconsistencies with grading and assessment
preservice training, (b) student teaching experiences, (c) professional development practice
concerning grading and assessment, (d) focusing on connections with students, (e) navigating the
traditional K-12 assessment model, (f) experiences of new teachers as K-12 students, (g) grading
based on standards, (h) inconsistencies in SBG implementation, (i) balancing theory and
practice, (j) the role of mentors, (k) the function of PLCs, (l) the role of new educators on teacher
teams, (m) the responsibility of teachers to grade student work, (n) holding students accountable
for their work, and (o) translating a number to a letter grade.
Conclusions: Varying experiences in preservice programs, the presence of a mentor, a lack of
consistent SBG implementation, and fundamental misunderstandings of the standards-based
grading system create a unique lived experience for the new educators.
Recommendations: Preservice programs should be providing more specific training for new
educators in the areas of assessment and grading. Preservice educators would benefit from more
explicit instruction concerning assessment and grading; specifically, preservice programs should
explore implementing a specific assessment and grading course. Districts that are currently
utilizing a standards-based model should ensure consistent implementation of SBG building and
district-wide, as well as adopt a competency-based professional development model for their
teachers concerning grading and assessment practice. It is essential for districts to consistently
and accurately communicate the rationale for SBG to their respective faculties
The Influence of District Support During Implementation of High School Standards Based Grading Practices
Full text link288 leavesThe important components of district support to facilitate a fundamental change in teacher
grading practices are not known. This mixed methods case study explored a school district’s
organizational development as standards-based grading (SBG) practices were partially mandated
in high schools. The overarching goal of this study was to understand the influence of support on
teachers’ ability to implement reform and how institutional reforms impact the relationship
between grading practices and external measures of student learning. Twelve implementing
teachers with various levels of support were interviewed and surveyed. Focus groups of leaders
and PD materials provided additional insights. Comparisons of assigned grades before and after
the initiative’s partial implementation were made and correlations between assigned grades and
state assessment scores were analyzed. There were three types of support that were most
influential to teachers feeling supported during implementation: having a collaborative team of
teachers implementing SBG together, attending district-led SBG PD, and being provided an
SBG-configured grade book. Helpful characteristics of SBG PD were purposeful grouping
strategies, content matched to readiness for change, and discourse-centric delivery. Adopting
SBG practices led to moderated grades— generally increased course GPAs for core subjects,
decreased for non-core subjects. In Algebra I and English I, grades were better aligned with state
test scores after implementation, but the reform did not improve overall student achievement.
Supports necessary to implement effective organizational reform in schools, specifically those
that require change to deeply embedded teacher practices such as grading, include a clear vision
for change, trusting relationships between and among actors and agents that are developed over
time and through collaborative discussions that recognize the emotional journey teachers must go
through to change. The working environment of teachers must also support the change
LIPS: Learning based indoor positioning system using mobile phone-based sensors
Full text linkIn this paper we investigate the problem of localizing a mobile device based on readings from its sensors utilizing machine learning methodologies. We consider a real world environment, collect a dense set of 3110 datapoints, and examine the performance of a substantial number of machine learning algorithms. We found algorithms that have a mean error as accurate as 0.76 meters, outperforming other indoor localization systems. We also propose a hybrid instance-based approach that results in a speed increase by a factor of ten with no loss of accuracy in a live deployment over standard instance based methods. Further, we determine how less dense datasets affect accuracy, important for use in real-world environments. Finally, we demonstrate that these approaches are appropriate for real-world deployment by evaluating their performance in an online, in-motion experiment. The Learning Based Indoor Positioning System (LIPS) Android application source has been made available on the web