Date of Award

5-1-1999

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Educational Leadership

First Advisor

Dr. Neal Topp

Second Advisor

Dr. Neal Grandgenett

Third Advisor

Dr. Jim Akers

Abstract

Teachers are constantly adapting to the changes in the classroom as they prepare to lead students to be learners in the twenty-first century. This study examined the Connections Grant, a United States Department of Education Challenge Grant which goals are to help teachers adapt to these changes by suggesting activities to assist teachers, mentors and community members in enhancing student learning through integrated curricula supported by technology. Four Connection Grant participants, and three school principals were selected to participate in a case study. They were interviewed to find out how they felt the grant influenced teacher and student performance and attitudes in the classroom. To help validate case study findings, 91 other Connection Grant participant teachers completed a ten question web based survey in which they answered questions similar or the same to those asked to case study participants. Case study and survey data revealed positive perceptions of the Connections grant and its influence on teacher and student performance and attitude in the classroom. All four case study teachers indicated that the grant helped them in the classroom and improved student learning. School principals said the grant has had a positive influence in their schools and would recommend teachers not involved with the grant to become involved, if asked. Survey data supported case study findings as over 50 percent of the 91 teachers who filled out the survey listed either "agree" or "agree strongly" when asked if the grant has been worthwhile, if student performance improved as a result of teacher participation in the grant and if they would recommend other teachers to become grant participants.

Comments

A Thesis Presented to the College of Education and the Faculty of the Graduate College University of Nebraska at Omaha In Partial Fulfillment of the Requirements of the Degree Master of Arts in Secondary Education University of Nebraska at Omaha. Copyright John Carlson May, 1999

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