Higher Education, Teaching, Program Evaluation, Adult Education, Research, Curriculum Development, SPSS, Curriculum Design, Editing, SEO, Proofreading and Content Development.
FIRST, Massey University, Education in Developing Countries, The New Yorker, Ball State University, The Chronicle of Higher Education, Pittsburg State University, Education Week, The University of Kansas, LeapED Services and AGB Search, LLC.
Pursuit of this degree increased Dr. Any’s knowledge of advanced methods for engaging learners in science. This degree prepared her to advance as a teacher and work in a variety of settings outside the classroom such as museums, zoos, or after-school programs.
During her science education course, Dr. Any used innovative technologies in her design, including Web-based community portals, distance technologies, and hand-held data-collection devices. She worked closely with her advisers to develop an individualized program of study that suited her career goals while satisfying the core requirements of the department.
Her study on primary investigation centers on the impact of peer influence and perceived quality of teaching on faculty members’ usage of web-based learning management systems within the Technology Acceptance Model (TAM) framework. The investigation is conducted within the context of higher education faculty members’ utilization of web-based learning management systems, such as Blackboard.
Dr. Any’s works explore the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Her research goal is to develop insight into factors related to online student success. Although marketers have identified key characteristics of effective teaching in the face-to-face classrooms, the same cannot be said for the identification and assessment of teaching dispositions in the online classroom.
Her study is designed to examine the impact of participating in an after-school robotics competition on high school students’ attitudes toward science. Speci?cally, her study used the Test of Science-Related Attitude to measure students’ social implications of science, normality of scientists, attitude toward scienti?c inquiry, adoption of scienti?c attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Results indicated that students who participated in a robotic competition had a more positive attitude toward science and science-related areas in four of the seven categories examined: social implications of science, normality of scientists, attitude toward scienti?c inquiry, and adoption of scienti?c attitudes. Implications of results on students’ attitudes are discussed.
Drawing on data from the 2012 Program for International Student Assessment (PISA) and employing multilevel modeling as an analytic strategy, her study examined the relations of adolescent children's perceptions of their parents' attitudes towards mathematics to their own attitudes towards mathematics and mathematics achievement among a sample of 5116 adolescents from 384 schools in the United Arab Emirates.
Dr. Any explores how robotics competitions build awareness and interest in science and engineering in middle and high school students by providing challenging and engaging learning opportunities in a setting that inspires students to pursue careers in science and technology in the same way professional sports inspires young people to pursue careers as professional athletes. In addition, she examines how the competitions engage students in the engineering design process and in the application of mechanical and electrical engineering skills.