http://hdl.handle.net/2097/1328 Search the Channel search http://krex.ksu.edu/dspace/simple-search http://hdl.handle.net/2097/1344 Title: NCLB technology and a rural school: A case study<br/><br/>Authors: Cullen, Theresa A.; Brush, Thomas A.; Frey, Timothy J.; Hinshaw, Rebecca S.; Warren, Scott J.<br/><br/>Abstract: The requirements of the No Child Left Behind Act of 2001 (NCLB) have presented special challenges and opportunities for rural schools (Reeves, 2003). Researchers have suggested that one way rural schools may be able to overcome these challenges is through an increase in the level of technology integration in their school (Collins &Dewees, 2001). This case study reports on one school’s attempt to use grant resources funded through NCLB to integrate specific instructional technologies to facilitate increased student achievement. Through interviews and observations, the roles, attitudes, and difficulties of teachers and administrators in implementing a technology initiative in a rural middle school were observed, examined and discussed. Emerging themes included issues related to teacherownership of the technology, teacher feelings of power and participation, differing goals of teachers andadministrators, technical difficulties, school wide support, and changes in school culture. Tue, 28 Apr 2009 20:28:02 GMT http://hdl.handle.net/2097/1343 Title: Determining the impact of on-line practicum facilitation for in-service teachers<br/><br/>Authors: Frey, Timothy<br/><br/>Abstract: This study investigated the impact of a project-based graduate practicum experience that was facilitated on-line. The study investigated the affects of the on-line practicum experience by: (1) using quantitative data to assess the learning and professional growth of the practicum participants in comparison to a group of teachers that did not participate in the practicum experience, and (2) identifying the qualitative components of the practicum experience that facilitated successful completion and implementation of best practice teaching skills of the practicum participants. Findings indicated that teachers did change instructional practices as a result of the practicum experience, and identified three critical components of the on-line practicum: 1) use of meaningful learning activities, 2) collaborative learning communities, 3) structure of the practicum project. Effective use of these components can facilitate significant professional growth for in-service teachers engaged in on-line practicum experiences. Tue, 28 Apr 2009 19:27:13 GMT http://hdl.handle.net/2097/1342 Title: An analysis of online professional development and outcomes for students with disabilities<br/><br/>Authors: Frey, Timothy J.<br/><br/>Abstract: Professional development experiences for special education teachers are designed to facilitate teacher learning and the implementation of evidence-based practices. Professional development should also make a positive impact on the K-12 students with disabilities that are in participating teachers’ classrooms. This study investigated the outcomes of the use of a project-based online professional development approach with in-service teachers of students with disabilities. In particular, the study focused on the effects of the professional development on K-12 students with disabilities in the participating teachers’ classrooms. The findings from the qualitative study indicate that each of the four student participants improved in the area of performance that was targeted by the teachers’ professional development. The analysis suggests that this approach to professional development positively impacted both participating teachers’ instructional practices and the performance of K-12 students with disabilities. Tue, 28 Apr 2009 19:04:01 GMT