Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum. The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.

Logical simulation of communication subsystem for Universal Serial Bus (USB)

The primary purpose of this thesis was to design a logical simulation of a communication sub block to be used in the effective communication of digital data between the host and the peripheral devices. The module designed is a Serial interface engine in the Universal Serial Bus that effectively controls the flow of data for communication between the host and the peripheral devices with the emphasis on the study of timing and control signals, considering the practical aspects of them. In this study an attempt was made to realize data communication in the hardware using the Verilog Hardware Description language, which is supported by most popular logic synthesis tools. Various techniques like Cyclic Redundancy Checks, bit-stuffing and Non Return to Zero are implemented in the design to provide enhanced performance of the module.

Best Practices: Lessons Learned by a South Florida Non-Profit Community Based Organization while Designing and Implementing a Career Exploration Evidence Informed Framework in Urban Communities

All A’s was designed to support of the agency’s family strengthening initiatives in South Florida. All A’s uses evidence informed strategies poised to be an inclusive curriculum that teaches self-determination and adaptive behavior skills. The framework incorporates problem based learning and adult learning theory and follows the Universal Design for Learning. Since 2012, the agency has served over 8500 youth and 4,000 adults using the framework. The framework addresses educational underachievement and career readiness in at risk populations. It is used to enhance participants AWARENESS of setting SMART goals to achieve future goals and career aspirations. Participants are provided with ACCESS to resources and opportunities for creating and implementing an ACTION plan as they pursue and ACHIEVE their goals. All A’s promotes protective factors and expose youth to career pathways in Science, Technology, Engineering and Math (STEM) related fields. Youth participate in college tours, job site visits, job shadowing, high school visits, online college and career preparation assistance, service learning projects, STEM projects, and the Winning Futures© mentoring program. Adults are assisted with résumé development; learn job search strategies, interview techniques, job shadowing experiences, computer and financial literacy programs. Adults and youth are also given the opportunity to complete industry-recognized certifications in high demand industries (food service, general labor, and construction), and test preparation for the General Educational Development Test.

Investigating the effects of cognitive apprenticeship-based instructional coaching on science teaching efficacy beliefs

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB.^ This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. ^ STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum. ^ The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.^

Trajectory Privacy Preservation in Mobile Wireless Sensor Networks

In recent years, there has been an enormous growth of location-aware devices, such as GPS embedded cell phones, mobile sensors and radio-frequency identification tags. The age of combining sensing, processing and communication in one device, gives rise to a vast number of applications leading to endless possibilities and a realization of mobile Wireless Sensor Network (mWSN) applications. As computing, sensing and communication become more ubiquitous, trajectory privacy becomes a critical piece of information and an important factor for commercial success. While on the move, sensor nodes continuously transmit data streams of sensed values and spatiotemporal information, known as ``trajectory information". If adversaries can intercept this information, they can monitor the trajectory path and capture the location of the source node. This research stems from the recognition that the wide applicability of mWSNs will remain elusive unless a trajectory privacy preservation mechanism is developed. The outcome seeks to lay a firm foundation in the field of trajectory privacy preservation in mWSNs against external and internal trajectory privacy attacks. First, to prevent external attacks, we particularly investigated a context-based trajectory privacy-aware routing protocol to prevent the eavesdropping attack. Traditional shortest-path oriented routing algorithms give adversaries the possibility to locate the target node in a certain area. We designed the novel privacy-aware routing phase and utilized the trajectory dissimilarity between mobile nodes to mislead adversaries about the location where the message started its journey. Second, to detect internal attacks, we developed a software-based attestation solution to detect compromised nodes. We created the dynamic attestation node chain among neighboring nodes to examine the memory checksum of suspicious nodes. The computation time for memory traversal had been improved compared to the previous work. Finally, we revisited the trust issue in trajectory privacy preservation mechanism designs. We used Bayesian game theory to model and analyze cooperative, selfish and malicious nodes' behaviors in trajectory privacy preservation activities.