This mixed-methods study examined the behaviors and concerns of K-12 teachers in Georgia undergoing the transformational change of implementing blended learning in the classroom. A sample of 106 full-time Georgia K-12 teachers' concerns were examined through the lens of the Concerns-Based Adoption Model (CBAM). The data was collected in two phases…

There is a lack of empirical research on the motivational regulation and reactions of higher education students enrolled in blended courses. Studies that target this focus with nontraditional adult learners enrolled in the community college are even more difficult to locate. In this mixed-methods exploratory case study, I explored in what ways…

This applied dissertation was designed to understand and explore the experiences of graduate students at a public four-year higher education institution in the southeastern region of the United States. This study utilized an interview based phenomenological qualitative study design approach for data collection and analysis. Committees in the field…

The purpose of this study was to explore higher education instructor skills needed to deliver a flipped learning classroom. The problem identified was the absence of research from the instructor's perspective on skills needed to deliver the new teaching strategy of flipped learning. The research question asked was: what are the higher education…

The purpose of this narratological heuristic multiple case study is to describe the specific components that teachers need in both their knowledge and skills to meet the individual needs of their students in a blended learning classroom. The study was conducted in six schools--elementary, middle, and high schools--located in a suburban district.…

The purpose of this study was to determine the professional development needs of school-based leadership in preparation for a district-wide one-to-one initiative in a large urban school district. This study used an explanatory sequential mixed methods design to answer the three research questions that drove the study. Research for this study was…

This study examined the effects of cooperative testing versus traditional or individual testing and the impacts on academic achievement, motivation toward science, and study time for 9th grade biology students. Research questions centered on weekly quizzes given in a flipped classroom format for a period of 13 weeks. The study used a mixed methods…

Data and the use of data to make educational decisions have attained new-found prominence in K-12 education following the inception of high-stakes testing and subsequent linking of teacher evaluations and teacher-performance pay to students' outcomes on standardized assessments. Although the research literature suggested students' academic…

Hybrid learning programs may offer the most benefits for secondary schools to help prepare students for the online learning requirements of higher education and the workforce. Parental support will be necessary for academic success of high school students in a hybrid learning program, though. The purpose of this sequential mixed methods study was…

The changing educational needs of undergraduate students have not been addressed with a corresponding development of instructional methods in higher education classrooms. This study used a phenomenological approach to investigate a classroom-based instructional model called the "inverted" or "flipped" classroom. The flipped…

This research study examines how Illinois public high school Career and Technical Education educational leaders employ best practices in providing all students rigorous, relevant, and equitable learning experiences within a professional learning community structure. This study utilized a mixed method two-tier case study methodology. Tier one…

The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student's abilities to self-regulate their learning behaviors…