Anita Welch
Dr. Anita G. Welch is a professor in the College of Education at Wayne State University. Before arriving at Wayne State in 2019, she served as an Associate Dean of Teachers College at Ball State University. Prior to arriving at Ball State in 2016, she spent two years at the Emirates College for Advanced Education in Abu Dhabi, United Arab Emirates were she was the Curriculum & Educational Technology Division Head. Her research includes mid-career faculty advancement, post secondary teaching dispositions, and cross-cultural studies of STEM education. Dr. Welch has over twenty-two years of experience teaching in higher education in the US, including courses in educational research & statistics, curriculum design, and instructional strategies with emphasis on the use of educational technology in the classroom. She has also led study abroad trips to Turkey and Italy. As a high school teacher in the US, she taught courses in chemistry, physics, biology, and pre-engineering.
Phone: 313-577-1625
Address: Anita G. Welch, Ph.D.
Wayne State University
College of Education
5425 Gullen Mall
Detroit, MI 48202
Phone: 313-577-1625
Address: Anita G. Welch, Ph.D.
Wayne State University
College of Education
5425 Gullen Mall
Detroit, MI 48202
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Papers by Anita Welch
to focus their attention primarily on the academic trajectories of adolescents hailing from
highly successful education systems. Hence, a vast majority of the adolescent population
who regionally and globally constitute the ‘long tail of underachievement’ often remain
unnoticed and underrepresented in the growing literature on adolescents' academic trajectories.
The present study, therefore, explored the relations of dispositions toward
mathematics, subjective norms in mathematics, and perceived control of success in
mathematics to mathematics work ethic as well as mathematics performance; and the
mediational role of mathematics work ethic in the association between dispositional,
normative, and control beliefs and mathematics performance among adolescents in one of
the lowest performing education systems, Qatar. Structural equation modeling (SEM)
analyses revealed that Qatari adolescents' dispositional, normative, and control beliefs
about mathematics were significantly associated with their mathematics work ethic and
mathematics performance, and mathematics work ethic significantly mediated the relationship
between dispositional, normative, and control beliefs about mathematics and
mathematics performance. However, multi-group SEM analyses indicated that these relationships
were not invariant across the gender and the SES groups
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. The results of this crosssectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation
to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and
considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that
their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their
parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents
disregarded the importance of learning mathematics.
effective educators. With an ever-increasing number of students enrolled in online courses, institutions need to identify what is effective online teaching and the professional teaching dispositions one needs to be an effective educator in online environments.
Professional teaching dispositions are defined as those professional attitudes, values and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities and are guided by beliefs and attitudes related to values such as caring, fairness, and honesty.
An online survey tool was used to gather data. Over half (52%) of the approximately 180 FCS teachers in North Dakota completed the survey, with a total of 93 respondents. Descriptive statistics were calculated for the demographic questions (age, years teaching FCS, years teaching, grade level, and school size) and how technology was being used. Descriptive statistics were calculated along with multiple regression analysis on the questions dealing with
technology access.
accept and utilize learning technologies in their teaching. The study adopts the Technology Acceptance Model (TAM)
as the research framework through which these motivations are explored. The purpose of the study is to expand the
TAM theory and to test the extended instrument resulting from that theory.
At the core of TAM lie two principal factors that determine individuals' decisions to use any particular technology as a
tool for productive work: perceived usefulness and perceived ease of use. In this context, the study specifically looks
at how learning management systems, such as Blackboard, and asynchronous-synchronous communication
environments (systems that allow the exchange of data in real time or in intermittent periods, respectively), such as
Wimba Classroom, are perceived by faculty members in terms of their usefulness and ease of use for teaching
purposes.
As in other similar studies involving TAM, the current study attempts to determine the extent to which the perceived
usefulness and perceived ease of use of these two specific types of learning technologies inform and are informed
by: the intention of faculty members to use these learning technologies in their teaching; the quality of the learning
technologies; the actual usage of these learning technologies; the faculty members’ self-efficacy in using learning
technologies, and the university-wide endorsement of the learning technologies. However, this study extends the
TAM approach by adding two unique factors related to the educational setting. Peer Influence and Perceived Quality
of Teaching are proposed as new constructs and are tested in relation to the perceived usefulness and perceived
ease of use of the learning technologies specified. In this respect, the study seeks to add new data to the literature
involving TAM in instructional environments, specifically at higher education level.
to focus their attention primarily on the academic trajectories of adolescents hailing from
highly successful education systems. Hence, a vast majority of the adolescent population
who regionally and globally constitute the ‘long tail of underachievement’ often remain
unnoticed and underrepresented in the growing literature on adolescents' academic trajectories.
The present study, therefore, explored the relations of dispositions toward
mathematics, subjective norms in mathematics, and perceived control of success in
mathematics to mathematics work ethic as well as mathematics performance; and the
mediational role of mathematics work ethic in the association between dispositional,
normative, and control beliefs and mathematics performance among adolescents in one of
the lowest performing education systems, Qatar. Structural equation modeling (SEM)
analyses revealed that Qatari adolescents' dispositional, normative, and control beliefs
about mathematics were significantly associated with their mathematics work ethic and
mathematics performance, and mathematics work ethic significantly mediated the relationship
between dispositional, normative, and control beliefs about mathematics and
mathematics performance. However, multi-group SEM analyses indicated that these relationships
were not invariant across the gender and the SES groups
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. The results of this crosssectional study revealed that adolescents who perceived that their parents liked mathematics and considered mathematics was important for their children not only to study but also for their career tended to report higher levels of intrinsic and instrumental motivation
to learn mathematics, mathematics self-concept and self-efficacy, and mathematics work ethic. Moreover, adolescents who perceived that their parents liked mathematics and
considered mathematics was important for their children's career tended to report positive intentions and behaviors toward mathematics. However, adolescents who perceived that
their parents considered mathematics was important for their children's career tended to report higher levels of mathematics anxiety. Finally, adolescents who perceived that their
parents considered mathematics was important for their children to study performed significantly better on the mathematics assessment than did their peers whose parents
disregarded the importance of learning mathematics.
effective educators. With an ever-increasing number of students enrolled in online courses, institutions need to identify what is effective online teaching and the professional teaching dispositions one needs to be an effective educator in online environments.
Professional teaching dispositions are defined as those professional attitudes, values and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities and are guided by beliefs and attitudes related to values such as caring, fairness, and honesty.
An online survey tool was used to gather data. Over half (52%) of the approximately 180 FCS teachers in North Dakota completed the survey, with a total of 93 respondents. Descriptive statistics were calculated for the demographic questions (age, years teaching FCS, years teaching, grade level, and school size) and how technology was being used. Descriptive statistics were calculated along with multiple regression analysis on the questions dealing with
technology access.
accept and utilize learning technologies in their teaching. The study adopts the Technology Acceptance Model (TAM)
as the research framework through which these motivations are explored. The purpose of the study is to expand the
TAM theory and to test the extended instrument resulting from that theory.
At the core of TAM lie two principal factors that determine individuals' decisions to use any particular technology as a
tool for productive work: perceived usefulness and perceived ease of use. In this context, the study specifically looks
at how learning management systems, such as Blackboard, and asynchronous-synchronous communication
environments (systems that allow the exchange of data in real time or in intermittent periods, respectively), such as
Wimba Classroom, are perceived by faculty members in terms of their usefulness and ease of use for teaching
purposes.
As in other similar studies involving TAM, the current study attempts to determine the extent to which the perceived
usefulness and perceived ease of use of these two specific types of learning technologies inform and are informed
by: the intention of faculty members to use these learning technologies in their teaching; the quality of the learning
technologies; the actual usage of these learning technologies; the faculty members’ self-efficacy in using learning
technologies, and the university-wide endorsement of the learning technologies. However, this study extends the
TAM approach by adding two unique factors related to the educational setting. Peer Influence and Perceived Quality
of Teaching are proposed as new constructs and are tested in relation to the perceived usefulness and perceived
ease of use of the learning technologies specified. In this respect, the study seeks to add new data to the literature
involving TAM in instructional environments, specifically at higher education level.
a discussion of how participation in robotics competitions goes beyond just
building robots by showing the impact of these competitions on the development of
21st century skills, such as creativity and innovation, critical thinking and problem solving, and communication and collaboration.
http://tinyurl.com/zz26fv3