Education Doctoral Work

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Browsing Education Doctoral Work by browse.metadata.program "Institutional Analysis"

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    Consequential Validity and Social Studies Education: An Examination of Standards, Assessment Policies, and Teacher Preparation
    (North Dakota State University, 2019) Learn, Michael Scott
    Educational quality is a way to influence the future of the American economy (Hanushek, 1986). Large-scale assessments are designed to determine quality in education by measuring student achievement. A connection exists between the standards, teachers, and assessments that form a system of accountability within education. State and national accountability policies place value in certain educational fields, thereby preferring some while excluding others. As a result, accountability systems influence the field of social studies in several unanticipated ways. Consequential validity suggests that assessments should include value implications and relevance (Messick, 1989). While assessment research examines the disciplines of mathematics, science, and language arts in a more holistic manner, the few social studies assessments are often divided among the field’s various disciplines. The purpose of social studies, and its development of standards, is firmly linked to the current state of disunity within the social studies field. These issues are reflected in teacher preparation policies as well as state assessment policies. Social studies advocates have proven that, in other subjects, teachers and instructional methods are influenced by assessment. Fortunately, the National Assessment of Educational Progress (NAEP) provides an opportunity to determine whether the exclusion of social studies within the state/national accountability system is impacting student achievement in social studies. The current systems make social studies uniquely positioned for studying the effects of large-scale assessment upon the field. Uses and interpretations of assessment data by researchers have been limited in social studies because the subject is not incorporated into most accountability policies. State policy governs educational standards, teacher licensure, and the extent of assessments upon students. For this study, the social studies NAEP assessment is divided into three separate tests (U.S. History, Geography, and Civics). By looking at data from the fourth-, eighth-, and twelfth-grade 2010 social studies NAEP tests, this study will investigate some of the unintended consequences of educational assessment culture. I will examine social studies through different lenses and apply the concept of consequential validity to social studies in order to understand the value of social studies within education.
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    Exploring Contemporary Issues Related to Title IX and the Incorporation of Amnesty Policies
    (North Dakota State University, 2018) Frazier, Emily Ann
    Colleges and universities have been inundated with new and changing federal guidance for Title IX compliance since 2011. Though most campuses have made significant strides in compliance with mandates, far fewer have incorporated non-required practices. Sexual assault amnesty is one practice gaining momentum as a best practice. This study gathered information from campuses that have adopted sexual assault amnesty into their sexual misconduct policies. A review of existing sexual misconduct policy documents at each of the 50 land-grant institutions was completed to identify existing sexual assault amnesty policies. The policy review was coupled with interviews of Title IX coordinators, which provided the collection of comprehensive information regarding sexual assault amnesty policy development and implementation. The information was used to design a sexual assault amnesty implementation guide. The guide is modeled after some of the existing policies and from the insight of professionals who have successfully adopted sexual assault amnesty. The implementation guide is designed to be utilized by any institution or system that is considering the addition of a sexual assault amnesty policy.
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    Intellectual and Experiential Knowing: An Exploratory Factor Analysis to Uncover the Underlying Structure of Knowing
    (North Dakota State University, 2019) Oakgrove, Francis
    Knowledge and the acquisition thereof have long been debated throughout human history. Several authors have suggested that knowing and knowledge differ among people. However, there is consistency among these studies that suggests a dualism within Western philosophy where a person exists of a mind and a body—two distinct and separate entities—with the mind as the central point of knowing. The theoretical framework for this study suggests that the dualism representation is limiting. Further, it posits that the body is also a central point for knowing. Hence, the Ways of Knowing Scale (WoKS) was developed in an attempt to measure the two separate ways of knowing through two subscales: experiential knowing (EK) and intellectual knowing (IK). This study serves as a presentation of the theoretical and philosophical framework for the WoKS as well as a pilot study and psychometric analysis. Exploratory factor analysis (EFA) was implemented using data collected from a sample of n = 686 respondents on an initial pool of 22 items. Each of these items was constructed to reflect one of the two proposed constructs, hence two subscales (11 items per subscale). Although two constructs were originally hypothesized, a three-factor solution exhibited the closest approximation to simple structure; further, the three factors provided the most interpretable and meaningful solution. Two of the factors appear to correspond to the two original constructs suggested by theory. The various potential explanations for this third factor are considered. Future research is needed to further explore the nature of this emergent factor and subsequently refine the WoKS.
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    Perspectives on Adoption of Research and Education Network Technologies: A Q Methodological Study
    (North Dakota State University, 2020) Owen, Kim M.
    The critical need for access to network technology resources supporting advanced tools of academics and research is evident across disciplines and locations around the world. As research conducted by and in partnership with higher education institutions continues to increase in demand, it is incumbent on institutions to ensure the resources for this work are available as standard features for their faculty and students. The purpose of this study was to identify opinions of end users on the challenges to adoption of research and education (R&E) network resources at their local higher education institutions. The intent is to inform the R&E community about these challenges and to consider them when planning for the life cycle of network design and deployment. Study participants represented Information Technology (IT) leadership at 23 higher education institutions located within a regional R&E network consortium. Q methodology was applied to an established technology adoption model, the Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh, Morris, G. Davis, F. Davis, 2003) and informed by Rogers’ (2003) theory on the diffusion of innovations. The UTAUT model was modified to address attitudes toward technology resources enabled through access to R&E networks. Statistical analysis of the Q-sort data and examination of additional qualitative data were completed on data collected in this study. The combined methods served to identify factors based on the most prominent characteristics of each group and interpreted in alignment to the study framework. Results demonstrated the diversity of institutions and locations represented. Salient viewpoints expressed by respondents implied themes related to the value of a collegial environment within which to develop and deploy new projects, the critical need for institutional capacity and support, and the challenges of accessing and use of network resources. Theory can benefit from these results as a resource for exploring further modification of the initial UTAUT model to include technologies and audiences not previously included. Practitioners will benefit through reference to the findings when planning for the human and technological infrastructure capacity needed to support research and academic at their institutions.
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    Utilizing the Concerns Based Adoption Model to Support Teachers in Implementing the MTSS Behavior Pathway
    (North Dakota State University, 2020) Henry, Amanda Mae
    Schools and educators are faced with the tremendous task of preparing students to be successful in school and beyond in a fast-paced, ever changing world. Behavioral skills, just as academic skills are critical for student success. While the West Fargo secondary schools have established a systematic and effective structure of support for academic success, known as MTSS academics, no such structure exists to address the behavioral needs of students. Further, there is no system in place for the training of teachers to begin the implementation of the MTSS behavior supports. Without teacher training during the implementation of the program, teachers will not be able to properly implement the MTSS behavior pathway and students will not receive the kind of support needed for success. The purpose of this study was to develop, implement, and evaluate a systematic process for the implementation of MTSS behavior pathway at Sheyenne High School utilizing the Concerns Based Adoption Model. This process included the development of the components of the MTSS behavior pathway. It also included the administration of the training model to the teachers to initiate the implementation through actively engaging them in the reflection on the development and implementation of the MTSS behavior pathway. The concerns-based adoption model was utilized to track and address teachers’ questions and concerns throughout the training. In addition, an evaluation of the training process was conducted to determine the effectiveness of the training and to inform the structure and process of the implementation of the MTSS behavior pathway. The overall evaluation data collected indicated that participants had positive perceptions of the workshops, activities, and support provided through this model.