Category Archives: Doctoral Programs

Doctoral Programs, EDTL, Faculty, General, Staff

Dissertation Defense: Emily Wyatt Ziegler

Emily Wyatt Ziegler
November 21, 2017
10:00 am
Hawkins Hall, Room 110

Dissertation Title: An Analysis of Co-Construction of Knowledge and the Role of Social Networks in Asynchronous Discussions

Committee: Dr. William Sadera, Dr. Elizabeth Berquist, Dr. Scot McNary, Dr. Liyan Song

Abstract: As the use of asynchronous discussion boards have become almost commonplace throughout online instruction, those conducting research and practicing teaching in these environments still lack a clear understanding of how learning occurs and the impact of social relationships between participants in these environments. The purpose of this study was to explore the relationship between the co-construction of knowledge and the social network of participants within asynchronous discussions. Results of this mixed-methods study determined no discernable relationship between the co-construction of knowledge and participation within discussion boards. This study upheld the research that learning occurs mostly in the beginning stages of the co-construction of knowledge process signifying factors contribute to the prevalence of low-phase co-construction of knowledge such as objectives set for the discussion and the facilitation of learning. The study found that co-construction of knowledge was not dependent upon the number of posts contributed by an individual, suggesting minimum post requirements may not provide an accurate assessment of earning. This study adds to the growing field of research connecting learning and the social network of learners in an online discussion. Recommendations for practice included: utilizing the principles of the knowledge co-construction process and social networks to develop objectives, assessments, and facilitation techniques.

Doctoral Programs, EDTL, Faculty, Professional Development

Dissertation Defense: Andrea Parrish

Dissertation Defense
Andrea Parrish
November 14, 2017
10:00 am
Hawkins Hall, Room 110

Dissertation Title: A Delphi Study to Develop an Inventory of Competencies Needed to Facilitate Instruction in Student-Centered, One-to-One Learning Environments

Committee: William Sadera, Scot McNary, Laila Richman, David Wizer

Abstract: Today’s one-to-one, student-centered learning environments have unique qualities when compared to the traditional learning spaces of the previous decades and their characteristics hold important implications for both teacher preparation and professional development. While the current trend toward one-to-one technology integration is increasing, many studies fail to clearly articulate the ways that student-centered pedagogy can be used to harness the capacity of technologies that many districts have invested in. Through the use of the Delphi method, this study utilizes a nationwide panel of subject matter experts to develop an inventory of teaching competencies needed to facilitate student-centered instruction in these environments. The resulting inventory serves as a necessary resource for examining teacher preparation programs and for developing professional development that supports school systems in successfully implementing student-centered, one-to-one technology initiatives.

Doctoral Programs, EDTL, Faculty, General

Dissertation Defense: Carrie McFadden

November 6, 2017
10:00 am
Hawkins Hall, Room 110

Dissertation Title: Motivational readiness to change exercise behaviors: The relationship between exercise, wearable exercise tracking technology, FIT values and BMI scores

Committee: Dr. Qing Li (Chair), Dr. Bill Sadera, Dr. Liyan Song, Dr. Andrea Brace

Abstract: The present study explored if the use of wearable exercise tracking technology during exercise supported increased exercise behaviors of frequency, intensity, and time, collectively known as FIT values. Research has shown that increased FIT values equate with stronger, more positive health outcomes and decreased obesity and chronic disease risk (ACSM, 2017). Young adults often gain weight during their college careers, in part due to decreased exercise activities (Butler et al., 2004; Delinsky et al., 2008; Gropper et al., 2012; Nelson et al., 2006). The purpose of this research was to better understand if the use of wearable technology during exercise might be a potential correlate with positive exercise behaviors among university students. This study employed a quantitative methodology that used the Transtheoretical Model of Behavior Change (Prochaska & DiClemente, 1983) to describe where students were along a motivational continuum to exercise and to use a wearable tracking technology. This analysis illuminated the relationship between the regular use of wearable technology during exercise and increased exercise behaviors and simultaneously highlighted the potential of wearable exercise tracking technology to increase behavior. This research provides a quantitative investigation not yet fully explored in the literature about the intersections of wearable technology use, exercise behaviors and positive FIT outcomes. The findings of this study suggest that wearable exercise tracking technology may be connected with positive exercise FIT values and may play a role in increasing exercise behaviors in university students. Health educators can facilitate the use of wearable exercise tracking technologies as they educate students about the importance of the technology-provided data for both short- and long-term exercise behaviors and related health outcomes (Wortley, An, & Nigg, 2017).

Doctoral Programs, EDTL, Faculty

Dissertation Defense: Amy McGinn

Thursday, October 26, 2017
9:30 am
Hawkins Hall, Room 110

Dissertation title: Teacher Experiences with Professional Development for Technology Integration at an Independent School: A Multi-Case Study

Committee members: Dr. Song (advisor), Dr. Sadera, Dr. Wizer and Dr. Hickey

ABSTRACT:  K-12 schools in the U.S. have been challenged by recent reform initiatives that push for improvements in teaching and learning at all levels. This national trend for preparing students for success in the 21st century has brought effective technology integration to the forefront of education improvement. Many schools turn to professional development to train teachers for technology integration. Despite its importance, the current literature has not reached a consensus about how to best address teachers’ learning needs through PD. Independent schools, which are self-determining in mission and program, are not immune to the pressure from these national trends. Although independent schools educate 10% of all students in the U.S., they have been overlooked in the current literature. Little is known about PD for technology integration at independent schools, and teachers’ experiences need to be studied in-depth to determine how to best meet their learning needs. This qualitative multi-case study explored seven independent school teachers’ experiences with PD for technology integration, using diffusion theory as a theoretical framework. Data were collected through a survey of teacher innovativeness, classroom observations, and individual interviews. Data were analyzed using open coding and axial coding, which resulted in the identification of themes for each case and across all seven cases. The findings revealed that participants had varied experiences with PD for technology integration based on their innovativeness. This research bridges a gap in the current literature by identifying teachers’ differing learning needs and by suggesting potential solutions for improving PD for technology integration.

Doctoral Programs, General

Dissertation Defense: Alexandra Bayne-Greenwood

Student’s Name: Alexandra Bayne-Greenwood
Dissertation Advisor: Dr. David Wizer
Committee Members: Dr. William Sadera, Dr. Todd Kenriech, and Dr. Scot McNary  

Title of Dissertation: Patterns of Educator Learning Management Systems Use in a Secondary School: A Description of Use and Comparison between Educator Subgroups. 

Date of Defense: 03/28/2017
Time of Defense: 10 a.m.
Location: Hawkins Hall 110  

Abstract: Today, more than ever before, technology is defining the field of education. In fact, technology is growing so quickly that secondary classrooms are finding it difficult to keep up with its rapid changes. Tools such as Learning Management Systems (LMS) have become common in most secondary classrooms, but because of the increase in the quantity of technology flooding the classroom, guidelines have not been set to aid educators in the design and implementation process of technological tools. Furthermore, educators do not know if their educational choices benefit the students. Descriptive research was used to identify the current uses of LMS in secondary classrooms and educator perceptions of their use. Educators were categorized into subgroups by grade level, content area, years of experience, perception of LMS, frequency of use, and course ability levels. Correlational analyses were used to identify associations between educator subgroups and course homework submission and scores. Data was collected for 22 weeks in one middle school. Although LMS are tools used to connect the school environment to home, educator use was found to be associated with time spent in school, not away from it. Grade six educators were the grade level educators who were found to use the LMS most frequently. Mathematics educators were the content area educators who were found to use the LMS most frequently. While there was no correlation between total educator use and course homework submission and scores, content area use, specifically mathematics, displayed LMS use which increased course homework submission and scores. The findings encourage more transparency between educators about classroom technology use. Professional development that is structured, led by educators, held in small groups, and personalized will help educators to use big data in order to design and implement LMS into the secondary classroom.

Doctoral Programs, Students

EDTL Doctoral Program Information Session

Online Information Session on Thursday, February 2nd, 2017, 6:00– 7:00 pm.

Join this information session in an informal, online setting, to learn more about the program and the application process. Dr. Bill Sadera, program director, a faculty member, and a current student will discuss the Ed.D program and answer your questions.

Email cbaile16@students.towson.edu for access to take part.