ScholarWorks @ ACE Library

ACE ScholarWorks is an open access institutional repository showcasing and preserving the research, scholarship, and publications of American College of Education faculty, staff, and students. ACE ScholarWorks is a service provided by the ACE Library.


Recent Submissions

Academic Quality Using Bloom’s Taxonomy in Biology: A Quantitative Correlational Study
(2022) Ramakrishnan, Sujatha
Abstract The area of interest considered for the study was the overall academic achievement in biology lecture and laboratory courses using Bloom’s Taxonomy. The problem of the study is the lack of higher-order thinking skills leading to a learning gap in many universities and colleges. The purpose of the quantitative correlational study was to determine if there is a statistically significant relationship between the biology lecture examination question answers (correct or incorrect), a dichotomous variable, based on Bloom’s Taxonomy, and the matching laboratory assessment grade, a continuous variable, received by 51 students in a community college in northern New Jersey. The framework for this study was created by combining descriptive theory, meta-theory, and Bloom’s Taxonomy. The key research questions included the relationship between lecture assessments and laboratory assessment grades of students in General Biology I. Archival data and a Point Biserial Correlation was used for data analysis. The key results include two significant relationships and one non-significant relationship between the lecture assessment questions and the laboratory assessment grades. The main conclusion portrays how the knowledge/comprehension question has no relationship with the laboratory assessment grade and the application/analysis and synthesis/evaluation questions have a relationship with the laboratory assessment grades. Instructional faculty can benefit from the study and implications include improving the academic outcomes of students at the basic and advanced levels of Bloom’s Taxonomy.
Teachers’ Use of Mobile Learning Tools Aligned with Technological Pedagogical and Content Knowledge (TPACK): A Quantitative Study
(2023-07) Mohamed, Asmaa
After COVID 19 pandemic started, United States public schools pursued alternative learning options. Schools began teaching virtually, so schools could reopen safely. Eventually, some schools preferred to continue with the virtual learning option and the face-to-face option with safety measures. The problem is that many teachers shifted from traditional to virtual teaching without proper training for the TPACK framework, which is the base for virtual learning. There is a gap in literature regarding the virtual teacher’s knowledge of the TPACK framework and their usage of mobile learning (M-Learning) tools. The purpose of this quantitative correlational study was to examine the virtual teachers’ TPACK framework knowledge (independent variable), and its relation to the use of M-Learning tools in virtual classes (dependent variable) in current virtual schools. Four elements of the TPACK theory, PK, PCK, TPK, and TCK, were examined to confirm the correlation between the elements and M- learning tools usage was functioned as the theoretical framework of the study and help address the four research questions. A sample population of 35 virtual teachers working during the academic 2022-23 school year were recruited for the study. Two electronic questionnaires were used to collect responses from participants and analyzed utilizing Kindal-Tau test. The results indicated a positive statistical correlation between M-learning tools usage levels and only one of the tested TPACK elements.
Embracing Servant Leadership While Teaching Writing to Adult English Learners: A Case Study
(2023-08-31) Vassileva, Iliyana V.
Adult learners' English proficiency and communication abilities are crucial for obtaining specialized jobs in highly competitive labor markets. Fulfilling the specific needs of adult English language learners (ELLs) defined the gap in the literature and suggested additional theoretical analysis and research. The purpose of this qualitative study was to investigate adult educators' perceptions of embracing servant leadership while teaching academic writing in two adult education centers in Western Florida in the spring of 2023. The problem was that adult educators hesitated to adopt the servant leadership approach to advance adult ELLs' academic writing competitiveness for the workforce. Two theories of transformative learning and servant leadership guided this qualitative study. Themes for servant leadership and the use of technology for teaching academic writing answered the first research question. Adult ELL educators' perspectives on writing strategies were identified through the lens of leadership while fostering a sense of belonging, which answered the second research question. The themes were coded using the triangulation technique through NVivo, using researcher-written questions for interviews, focus groups, and questionnaires. The qualitative research method was used in a case study design. A sample size of 15 adult educators was selected by inclusion criteria for instructing advanced ELL learners from a total population of 65 educators. Study findings confirmed that adult ELL educators viewed themselves as leaders as they provided high-quality instruction and feedback in a diverse cultural environment. Recommendations for further research included flipped classroom implementation for ELLs’ workforce readiness using advanced technology, empowering adult educators, and professional development with administrative support.
Virtual Learning in Elementary School: A Quantitative Study Examining Growth and Achievement Compared With In-Person Learning
(2023-09-01) Harrison, Charles
Virtual learning has gained traction in K–12 education following the COVID-19 pandemic. The problem is there is limited data evidence on student achievement and growth scores of Georgia students in virtual learning compared to in-person learning. The purpose of this quantitative study was to examine differences in the achievement and growth scores of virtual students on standardized assessments compared to peers completing in-person learning. Much of the research conducted at the elementary level lacks comparative results due to differences in test type and curriculum. A large percentage of virtual schools serving elementary students are charter schools and do not report to the state for credibility. John Dewey’s experiential learning theory and John Hattie’s visible learning theory guided the research. The study took place in a suburban public school district in northwestern Georgia and included data gathered from a minimum of 330 students in Grades 3-5. The study examined differences in achievement on the Reading Inventory (RI), Math Inventory (MI), and the Georgia Milestones assessments, and students’ growth scores on the Reading and Math Inventories. The hypothesis states there are no statistical differences between the reading and math achievement and growth scores on each assessment. The study utilized a split-group quasi-experimental design allowing non-random criteria, the learning environment, to be compared. Data were analyzed using the Mann-Whitney U test and SPSS software to compare math and reading achievement scores and growth scores between learning environments. The null hypothesis was rejected for all tests run comparing student achievement in growth between both learning environments. Districts should consider additional data as they determine the long-term benefits of virtual learning.
Inquiry Into K12 Threat Assessment Team Members’ Perceptions to Drive School Safety Decision Making: A Qualitative Study
(2023-08-31) Gustinger, Karen
School safety is a primary societal concern due to catastrophic incidences of violence and educational leaders have a duty to ensure children’s security. School shootings spotlight failures in school safety but educators and scholars cannot use tragedy to bridge the gap in high-efficacy practice. The problem is that school safety needs to improve and there is limited availability of high-efficacy decision-making resources for K12 educational leaders to use in school safety decision-making. The purpose of this basic qualitative study was to explore Threat Assessment Team (TAT) members’ perceptions of the threat assessment (TA) process to increase the available decision-making resources. Findings from this research may help to globally inform educational leaders. The theoretical framework of this study was composed of the theory of self-efficacy and situational leadership theory (SLT) as a basis for how leaders can guide self-efficacy in school safety competencies. Research questions guided data collection of Florida K12 TAT members’ perceptions of school safety processes and resources. The target population was approximately 23,100 Florida K12 TAT members, the sample was 16 purposefully chosen K12 TAT members, and a validated data collection instrument was implemented. Through extensive thematic analysis, trends developed including resource and process efficacy dependence on implementation fidelity, a culture of safety, the individual stakeholder mindset, and reliant on high-level compliance from all stakeholders. Recommendations for educational leaders are to use this information to guide professional development to target stakeholders’ attitudes and behaviors in efforts to maximize the impact of school safety resources and processes.