Education

Permanent URI for this communityhdl:10365/32468

Research from the Department of Education. The department website may be found at https://www.ndsu.edu/education/

Browse

Now showing 1 - 19 of 19

An Alternative Way for Kosovar Adults to Earn a High School Equivalency Diploma: A Case Study
(North Dakota State University, 2017) Llapi, Gjylbehare
For many years, at the end of the last century, Kosovo was a country plagued with political, social, and economic strife that forced an entire generation of children and young adults to go virtually uneducated. Kosovo is paying a price for that today, with many of its adults finding themselves unskilled, under-educated and unemployed. The central topic and the purpose of the study was to identify possible programming options available to Kosovo’s authorities to increase the number of adults who possess an upper secondary school diploma. After conducting extensive research of possible alternatives offered in a number of countries, this researcher determined that the General Education Development or General Education Diploma (GED) developed in the United States offers the best solution to this problem. Finally, an action plan outlines a template for an alternative testing solution so that more adults will be able to obtain their high school equivalency diploma.
Athletic Director's Perceptions of Evaluation and Supervision Practices in North Dakota
(North Dakota State University, 2015) Thielges, Brett Anthony
The purpose of this study was to better understand the process of supervision and evaluation of coaches in North Dakota schools. This study also examined the current practices of evaluation and supervision used in North Dakota schools, and how that practice compares with school enrollment size. Professional development for coaches and athletic directors was examined within this study. A survey consisting of 13 quantitative questions was used to collect data. The survey contained closed-ended questions to obtain quantitative data vital to the study. One hundred and seventy-one athletic directors were invited to participate through e-mail notification on the North Dakota High School Activities Association website. This analysis consisted of descriptive statistics, primarily frequencies and percentages. Results showed that North Dakota athletic directors are evaluating and supervising coaches at different levels in school. They are using different forms of evaluation and supervising coaches during games and practices.
An Attempt to Profile Persistent Online Students and Graduates
(North Dakota State University, 2017) Stach, Randy Vincent
The purpose of this study was to determine whether the characteristics of online graduates, and characteristics of students who persist online with their coursework, could be identified. A mixed methods approach was used incorporating both quantitative and qualitative research methods. First, student demographic information was analyzed to identify any patterns or trends of persistent online students. Second, a survey was utilized to collect data from current students and graduates from online programs. Third, qualitative data was collected through conducting phone interviews of online graduates who have graduated in the last five years. Conclusions were drawn from the research and advice for future research was shared to advance retention and completion initiatives for online learners.
Citizenship and Social Activism: A Mixed Methods Case Study to Understand Cultural Competence in Students of a Service-Learning Based Course
(North Dakota State University, 2012) Wohl, Anne Frances
This mixed methods case study sought to understand cultural competency in the students of a service-learning based course, “Citizenship and Social Activism (HDFS 310),” taught at North Dakota State University in Fargo, North Dakota. Cultural competency refers to how people interact with those who are of different cultural groups. For the purposes of this study, cultural competency was also defined by four components: attitudes, knowledge, awareness, and skills. Using a pre- and post-test survey, the participants showed statistically significant changes in the levels of self-reported cultural competency in the overall scores and in the subsection scores that correspond to the four components. Survey data was complemented by qualitative data collected by coding participants’ reflective journals. The qualitative data provided situation-specific information about what levels of cultural competency participants were demonstrating; additionally, the journals provided information about how participants define, perceive, and struggle with the concept of cultural competency.
Comparing the Effectiveness of Scenario-Based Learning vs. Traditional Training Method on an Individual’s Call Quality Score: A Case Study
(North Dakota State University, 2018) Sharma, Kritika
This study investigated the effect of Scenario-Based Learning versus the traditional training method used in customer service employee call quality scores. A secondary purpose was to see how Scenario-Based Training method would impact customer service representative’s perceptions of their learning environment. The research questions were generated and tested by interviews, examining the mean scores for call quality in the two methods of training and a t-test was also conducted to see if there was a significance difference between the call quality scores from the use of both training methods. The findings showed that altering the training method from traditional to Scenario-Based Learning/training did increase employee productivity but not by much. The change in quality scores was very small but significant. The study therefore recommended that additional research is conducted to examine possible effects of Scenario- Based Training on other criteria such as retention of content, training-relevant behavior, and organizational impact.
Correlates of Transfer-Student Persistence and Degree Completion in the College of Health Professions
(North Dakota State University, 2016) Groom, Amanda
Persistence and degree completion among transfer students are important concerns for colleges and universities. Transfer students may experience difficulties or barriers after transferring from one institution to another, preventing students from persisting and graduating. Additionally, health-profession programs often have selective admission requirements and competitive admission processes. Traditional transfer-student barriers and health-profession barriers can create a challenging atmosphere for undergraduate transfer students. The current study evaluates the relationships among transfer type, selective admission metrics, persistence, and degree completion. The results illustrate several bivariate relationships that indicate areas of concern. Directions for future research are discussed to further identify and resolve the root cause of these trends.
Does Post-Secondary Coursework Predict Perceived Sales Success?
(North Dakota State University, 2019) Justin, Briana
A sales career is common for recent graduates of post-secondary institutions. Looking to see if post-secondary coursework completed predicts perceived sales success assists new and upcoming programs to determine the most beneficial ways to prepare students. This study asks sales representatives at a major U.S. based corporation to answer in what ways their different levels of post-secondary coursework assists in their sales careers.
Exploring the Relationship Between Dual Credit Experience and Self-Efficacy: The Perspective of First-Generation College Students
(North Dakota State University, 2020) Kiemele, Laura Marie
Dual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.
The Four-Day versus the Five-Day School Week: A Comparative Study of South Dakota Schools
(North Dakota State University, 2014) Hedtke, Joel Timothy
The purpose of this study was to determine what impact the four-day school week had on the Dakota STEP test by comparing four-day schools to themselves three years before their switch to their Dakota STEP test scores in 2009 – 2011. The four-day schools were then compared to similar five-day schools’ performance on the Dakota STEP test to determine if four-day schools were outperforming their five-day counterparts. In addition to these quantitative comparisons, a survey was sent to four-day school administrators to discover what perceptions principals had of the four-day school week, what perceptions superintendents had of the four-day school week, and how teachers utilize the non-contact day.
Internship Participation: Impacts on Career Outcomes and Starting Salaries
(North Dakota State University, 2018) Domholt, Kimberly
Internships are a great way for college students to gain real-world work experience. Students who participate in an internship should learn valuable skills, build a network and gain professional confidence. Employers want to see prior, relevant work experience when deciding who to hire and an internship can provide that. This quantitative research study examined the impacts on career outcomes and starting salaries for college graduates who participated in a paid internship, unpaid internship or no internship and in a structured internship program for which they receive college credit, a non-credit internship and no internship. The results clearly showed that students who completed any type of internship were employed at a higher rate than those who did not complete an internship. There was also a substantial impact on higher starting salaries for those who completed a paid internship.
Investigating the Perception of EFL Teachers in Thailand: To What Extent Do They Feel Prepared to Teach
(North Dakota State University, 2014) Scholz, Anuchidacheromoh
This study examined how well Thai teachers of English as a Foreign Language (EFL) perceived their teacher preparation institutions trained them. The researcher focused on in-service EFL teachers who graduated from formal teacher training institutions in Thailand and were within their first three years of teaching in a high school or primary school setting. A survey was designed to diagnose the source of under-prepared EFL. SPSS was used to analyze data. Based on descriptive statistics data, the findings indicated teacher demographics, education background and current work setting influenced their perception of preparedness. EFL teachers who felt prepared, majored in English for Business Purposes, had a minor related to teaching, had a smaller class size, taken subject specific courses and completed training and one year of teaching. These findings may benefit higher education leaders who revise EFL teacher preparation programs, educators who develop professional seminars for new EFL teachers, and foreign educators who work with Thai students or educators.
Professional Development Programs: Making the Case for Investing in Support-Staff at a Private, Undergraduate Institution
(North Dakota State University, 2014) Amundsen, Rebecca Lee
The purpose of this study was to determine whether support-staff at Concordia College feel valued by the institution and whether they perceive that workplace satisfaction will improve with the creation and implementation of a professional development program. A survey was conducted and responses were analyzed based on comparisons of the mean, frequency, and correlation, as well as an evaluation of written responses. There were no significant differences found between support-staff in academic departments and academic administrative offices in terms of level of satisfaction, feeling valued, or the perceived impact of a professional development program. Overall, support-staff perceived that a professional development program would improve their workplace satisfaction, ability to take on new responsibilities, and retention at the college.
Professional Loss and Grief in Teachers Who Taught At Least Five Years Prior to the Implementation of No Child Left Behind
(North Dakota State University, 2017) Owen, Jacqueline Dawn
In this mixed methods study, the researcher, a former classroom teacher, examines the impact of No Child Left Behind on teacher’s emotions. Specifically, the researcher seeks to understand whether or not and to what extent teachers who taught before and during the implementation of No Child Left Behind experienced loss and grief. The researcher administrated an electronic survey. Participants recalled teaching expectations and practices from the time period prior to the implementation of No Child Left Behind and the time period during which No Child Left Behind was implemented. The researcher then sought to determine which practices teachers perceived as professional gains and which practices were perceived as professional losses. Finally, the researcher situated survey data and responses into six stages of grief. Quantitative and qualitative results indicate that most teachers who had taught prior to the implementation of No Child Left Behind experienced loss and grief during its implementation.
Service Learning and Ethnocultural Empathy: Developing Cultural Empathy Through Experience
(North Dakota State University, 2015) Pieters, Amanda Jean
The purpose of the study was to explore the impact of experiential learning (through service learning) and ethnocultural empathy in undergraduate students. In other words, how does serving in the community impact how empathetic a person is toward others who are ethnically different than themselves? The researcher developed a 45 question electronic self-report survey utilizing The Scale of Ethnocultural Empathy (SEE; Wang et al., 2003) to assess mean empathy scores of participants. Research questions addressed: 1) Empathy scores of students who volunteered 10 or more hours, 2) Empathy scores of students who volunteered and served adult populations, 3) Empathy scores of students who are required to volunteer as part of a course, 4) Empathy scores of female students compared to male students. Results comparing mean SEE scores to each research question showed females and students who volunteer 10 hours or more have higher empathy scores.
Staying on an Academic Plan: Is It Really that Necessary for Gaining Acceptance into Selective Admission Programs
(North Dakota State University, 2018) Haugen, Kelly Lynn
This study examined the frequency with which the typical pre-professional pharmacy student alters his/her academic plan, and ultimately affects the student’s matriculation into the professional program. The empirical relationship between adherence to an initial academic plan and acceptance into the professional program was assessed using a sample population of students at NDSU who declared a pre-pharmacy major between 2009 – 2014. Chi-square test and Fisher exact test were used to assess this relationship. The results identified 15 classes that would be detrimental to matriculation. One class was found to be detrimental to matriculation if the student withdrew from that class. While many pre-pharmacy classes do not appear problematic, there are several classes that are detrimental to or even halt a student’s matriculation into the pharmacy professional program. Academic advisors and other college personnel are encouraged to account for these classes when assisting students in the development of their academic plans.
A Study on Retention: Positive Steps for a Small Liberal Arts College
(North Dakota State University, 2012) Woodley, Michael
Retention is a concern for colleges and universities nationwide. The focus of this study is what a small private liberal arts college does well in terms of retaining students by examining the students who left the college for a minimum of one semester and then returned to finish their degree. A survey instrument was used to examine the positive impact the faculty, academic advising, academic program, student services, technology, and the living environment had on the return of reactivated students to Jamestown College (JC). The survey instrument was also used to find out the reasons students attended JC initially, why they left, why they came back, what they like the most, and what they like the least about JC. The faculty and staff of JC had the most positive impact on reactivated students returning to JC. Other factors that positively impacted the students included academic advising and programs of study.
To Tweet or Not To Tweet: An Analysis of the Effect of Twitter on Secondary Student Performance, Engagement, and Attitudes
(North Dakota State University, 2017) Slocomb, Matthew Charles
The purpose of this study was to determine the impact that using Twitter as an educational tool had on an upper level high school Sociology course. The research compared 2014 courses which used an online discussion board to 2015 courses which used Twitter for discussion. No significant differences in mean student grades were found between the two groups, suggesting that Twitter is a viable alternative to online discussion boards for blended learning. The research also compared student engagement between the two groups, and found a probable increase in student engagement through Twitter. In addition to these comparisons, a pre and post survey was given to the 2015 student group. The surveys showed a positive shift in perception of Twitter as an educational tool from the start of the class to the end.
Understanding the Use of Social Constructivst Moodle Activities within the North Dakota University System
(North Dakota State University, 2013) Wald, Randall John
Online learning is becoming an increasingly important aspect of higher education. Concerns about the effectiveness of online courses have prompted education administrators to look at how different learning theories can best be used to increase student learning. Learning Management Systems (LMS) have become one of the dominant technologies for delivering online education, and the North Dakota University System (NDUS) uses one of the most popular of these LMSs, Moodle. NDUS Moodle is designed and utilizes activities that are based on a learning theory called social constructivism. This research studies the usage of these activities, perceived instructor effectiveness, and the use of alternate tools outside the NDUS Moodle environment by surveying instructors of online-only NDUS Moodle courses for spring 2012.
Using Transition Teams to Support Middle Level Learners
(North Dakota State University, 2016) Nelson, Aaron Dean
This study focuses on the learning characteristics of young adolescent children and their unique learning needs. The study evaluates the implementation of a transition team to develop interventions in reading and math to support students in transition from an elementary school setting to a junior high school setting. This analysis of the nature of the child in transition from elementary school to a middle level setting, will guide the re-design and improvements necessary to ensure every child is receiving a quality educational experience. The research found measurable improvements in student assessments, particularly math, when compared to previous classes as a result of intervention efforts in reading and math. Transition efforts implemented as a part of this study resulted in improved awareness for seventh grade students and a more positive experience based on survey results of both parents and students.

Browse

Browsing Education by browse.metadata.program "Educational Leadership"