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Rita Hartman, Ed.D.

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- 8 years 4 months
The purpose of the qualitative content analysis research will be to explore and describe how school leaders characterize a day in the life of a student from personal experiences, observations, and reflections revealed in archival blogs. The anticipated outcome is to build on the existing literature and provide insights and knowledge that may be used to improve the educational experience for students. The study is grounded in empathetic design thinking, socio-cultural theory, and constructivist theory. Empathetic design thinking is where empathy for the user experiences and needs improves design. The findings may provide schools moving to technolognologically driven learning platforms with valuable information on the humanistic aspect of designing strategies, techniques, and support structures to assist teachers in effectively and successfully embracing the innovation.
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Elizabeth Johnston, Ed.D.

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- 8 years 4 months
I am interested in learning more about how the arts open learning potentials.
I am interested in developing better learning opportunities for students in online or CSCL environments.
I am interested in how visual, auditory, and kinesthetic materials might improve learning in general and particularly an online learning experience.
I am interested in learning more about qualitative research, particularly content analysis.
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The CEITR has accepted my research fellowship proposal for 2016-17. The article was accepted for publication in August, 2017. I am currently developing a special interest group: The Arts: Teaching and Learning. A call for research participants will go out during September, 2017. Several other research projects are nearing completion and will be submitted for publication. I will present three papers at the AECT conference in Jacksonville, Florida in November, 2017.
Elizabeth Johnston, Ed.D.
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Marcia (Marty) Hill, PhD
History
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- 8 years 3 months
Program Evaluation and Assessment
Praxis II and Teacher Preparation
Social Attitudes Towards Menstruation
The purpose of the descriptive case study was to understand how school leaders characterize their experiences when shadowing a student for the day.
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A descriptive case study approach employing a content analysis of the blogs of 36 school leaders who took part in the 2016-2017 Shadow a Student Challenge project and follow up interviews of five of the school leaders were used to explore and describe how an empathetic design approach provided a greater vantage point for school leaders to gain a deeper insight into the school experience by viewing school through the eyes of students. School leaders play a key role in establishing the culture, climate, and educational outcomes within their school environments. An empathetic design approach to school reform provides a stronger point for initiating change than an atmosphere focused on evaluation and accountability. Taking a school-based approach, encouraging school leaders to immerse themselves in the school experience, provides an opportunity for school leaders to gain empathy and insights foundational in generating meaningful and innovative change leading to sustainable education. Three major themes emerged from the findings: 1) pace and structure of the school day, 2) student learning experience, and 3) learning environment influences student motivation, energy, and openness to learning.