The purpose of this study was to determine if students with special needs participating in an inclusive classroom can learn the skills related to a STEM career as compared to the general student population. The study involved seventh grade students from two rural middle schools in north central Texas and was framed through a constructivist lens using a quasi-experimental design with a convenience sample. The Solenoid Invention Kit Assessment and the STEM Semantics Survey used in this study were used from a previously large existing dataset from a grant funded by the National Science Foundation for Innovative Technology Experiences for Students and Teachers. Findings suggested that there were no significant differences between the general student population and students with special needs. However, STEM coursework in an inclusive classroom may impact students' decision to pursue STEM careers.

This case study investigated the phenomenon of the black white test score gap by seeking to determine if there was a difference in the academic performance of African American students and their White peers. The determination of student academic performance was made using scores from second semester Algebra II classes at two high schools in the Tucson Unified School District. The data covered three academic years and was analyzed via SPSS (independent samples t-test, ANOVA, and a pairwise analysis) and content analysis for qualitative analysis. Findings revealed that there was no variance in the scores of African Americans and their White peers attending an affluent school; however African Americans attending a low-income school scored lower than all groups that were compared in this study.

Education and academic related services have become as important as manufacturing and, in some cases, even more important. Considering the importance of these services as it relates to manufacturing, a problem exists. Products such as education and academic services are far less specific in value when comparing with manufactured goods, even though their quality depends on resources which can be measured, such as funding. At the same time, we must be able to quantify them and compare their values with predetermined expected levels for each area of expertise, as well as with each other. The quality of the services provided, specifically academic services, is an intangible concept that can be assessed through various methods. This research study applies the Academic Services Experience Survey, a modified version of SERVQUAL, to solve a complex and multifaceted problem of assessing and improving the quality of academic services in higher education institutions.

This mixed methods study examined professional development for higher education faculty members at four-year, state supported universities in Texas and the perceptions of professional development leaders at these institutions. The quantitative data was generated through an electronic survey aligned to the second iteration of the technology acceptance model while the qualitative data was generated through semi structured interviews with those that participated with the survey. Univariate analysis was performed on the survey data and the qualitative data was categorized using pattern coding. Limitations and future recommendations were also discussed.

The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.

Middle America is dying. The United Nations reports the average number of deaths per 1,00 population in the U.S. has steadily increased an average of 1.2 per 1,000 persons annually since 2015. Existing research offer conflicting theories regarding the factors influencing the phenomenon. the purpose of this study was to examine reliable and valid secondary data to determine if statistical evidence exists to support the prevailing theories. Statistical evidence was observed that suggests the crude death rates among U.S. non-Hispanic white (NHWs) populations was significantly higher than other U.S. population segments between 2015 and 2018. Statistical evidence was also observed that suggests U.S. NHWs sought ambulatory services for alcohol and drug use self-injuries at higher rates than other U.S. population segments. However, the evidence suggest that U.S. NHWs are not more likely to experience earlier than expected deaths from excessive alcohol or drug use than other U.S. population segments. The study's implications are that U.S. policy makers should consider long-term economic development and sustainability strategies focused on the promotion of higher education as a deterrent to self-harm among U.S. residents without college degrees or skills certifications. The study recommends future large-scale quantitative, qualitative, and mixed-use studies that examine the micro, …

The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This study explores learner experiences and the impact on self-regulated learning within a distributed learning setting when motivated by problem-based learning, game play, and computer-based instruction. In this study the instructional design of the course introduced undergraduate students to authentic learning experiences in which students engaged in collaborative problem solving and learning activities framed within the narrative of an alternate reality game. Fifteen self-regulated learning constructs were examined. The comparison group engaged with problem solving tasks and computer-based instruction. Additionally, the study used the theory Learning and Teaching as Communicative Action and its four communicative actions as a lens to understand …